6th Grade MAP Test Info & Free Practice

MAP Math: Preparing for Pre-Algebra and Advanced Problem Solving

Algebraic Thinking: Students write and solve equations and inequalities, analyze ratios and proportional relationships, and use variables to model real-world problems.
Numbers and Operations: Work includes dividing fractions, performing operations with multi-digit decimals, and exploring positive and negative numbers on a number line.
Geometry and Measurement: Students calculate area, surface area, and volume of complex shapes, and use coordinate grids to represent geometric figures.
Data Analysis: Learners interpret statistical displays, calculate measures of center, and evaluate data reliability and variability.

1. Computation & Problem Solving - Number Sense

Which is the best decomposition to simplify the multiplication 382 x 17?

A. 380 x 17
+ 2 x 17

B. 10 x 382
+7 x 382

C. 300 x 17
80 x 17
+ 2 x 17

D. 300 x 17
+82 x 17

E. 300 x 17
8 x 17
10 x 17
+ 2 x 17

View Explanation

The correct answer is (C).

Let's Break This Down Step by Step:

Step 1: Understand what decomposition means

Decomposition means breaking a number apart into smaller pieces that are easier to work with. Think of it like breaking apart a big LEGO structure into smaller blocks that are easier to handle.

Step 2: Decide which number to decompose

We have 382 × 17. We need to choose whether to break apart 382 or 17. Since 382 is the much larger number, it makes more sense to decompose it. Breaking apart 17 would still leave us multiplying by the big number 382, which is still difficult.

Step 3: Break down 382 using place value

382 has:

3 hundreds = 300

8 tens = 80

2 ones = 2

So: 382 = 300 + 80 + 2

Apply the distributive property

Instead of doing 382 × 17 all at once, we can do: (300 + 80 + 2) × 17 = (300 × 17) + (80 × 17) + (2 × 17)

Step 4: Check our decomposition

300 + 80 + 2 = 382 ✓ This is correct!

Answer (C) is correct because it properly decomposes 382 into 300 + 80 + 2, making each multiplication much easier to calculate mentally.

Why Other Options Are Incorrect

Answer (A) is incorrect because it only partially decomposes 382. It breaks it into 380 + 2, but 380 is still a large, difficult number to multiply by 17.

Answer (B) is incorrect because it decomposes the smaller number (17) instead of the larger number (382). This means you still have to multiply by 382, which is the hard part we were trying to avoid.

Answer (D) is incorrect because it doesn't fully decompose 382. It breaks it into 300 + 82, but 82 is still a somewhat difficult number to multiply, and we can break it down further into 80 + 2.

Answer (E) is incorrect because the decomposition is mathematically wrong. If you add up the parts (300 + 8 + 10 + 2), you get 320, not 382. This decomposition doesn't represent the original number correctly.

2. Data Analysis - Measurement

Robyn measures the amount of time people take to swim a length of the school swimming pool, in minutes. Use her table below to answer the question.

Which line plot represents the data in the table?

View Explanation

The correct answer is (B).

Let's Break This Down Step by Step

Step 1: Read the data from the table carefully

First, we need to examine Robyn's table that shows the swimming times in minutes. We need to count how many people swam each time:

¼ minute: 1 person

½ minute: 3 people

¾ minute: 3 people

1 minute: 2 people

Step 2: Understand what a line plot shows

A line plot uses crosses (X) or dots placed above a number line to show data. Each cross represents one person or one data point. The more crosses stacked above a number, the more people had that swimming time.

Step 3: Convert fractions to decimals if needed

Some answer choices might use decimals instead of fractions, so we need to know:

¼ = 0.25

½ = 0.5

¾ = 0.75

1 = 1.0

Step 4: Determine what the correct line plot should look like

The correct line plot must show:

1 cross above ¼ (or 0.25)

3 crosses above ½ (or 0.5)

3 crosses above ¾ (or 0.75)

2 crosses above 1 (or 1.0)

Compare each answer choice We need to examine each line plot option and count the crosses at each position to see which one matches our requirements.

Answer (B) is correct

Answer (B) correctly shows:

1 cross at the ¼ position

3 crosses at the ½ position

3 crosses at the ¾ position

2 crosses at the 1 position

This perfectly matches the data from Robyn's table.

Why the other options are incorrect:

Answer (A) is incorrect because it doesn't have the right number of crosses in the correct positions. When you count the crosses, the frequencies don't match what the table shows.

Answer (C) is incorrect because the number of crosses at each time interval doesn't correspond to the actual data. The distribution of crosses doesn't match the pattern of 1-3-3-2 that we need.

Answer (D) is incorrect because like the others, it shows a different pattern of crosses that doesn't represent the swimming time data accurately.

3. Algebraic Concepts - Geometry

Use the rectangle to answer the question.

The perimeter of the rectangle is 32. What is the area?

A. 16

B. 35

C. 49

D. 56

E. 63

View Explanation

Answer (E) is correct.

Let's Break This Down Step by Step

Step One: Name the unknown.

Let the unknown side (the length) be L. The width W=7

Step Two: Write the perimeter formula and plug in what you know.

P=2(L+W) . We know P=32 and W=7 so:

32=2(L+7).

Step Three: Divide both sides by 2

to remove the 2:

32÷2=16=L+7.

Step Four: Solve for L by subtracting 7 from both sides:

L=16−7=9

So the missing side (length) is 9.

L=16−7=9

So the missing side (length) is 9.

Step Five: Find the area using Area=L×W

Area=9×7.

Multiply: 9×7=63

So, the computed area is 63.

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MAP Reading: Analyzing and Evaluating Complex Texts

Content Analysis: Students identify themes that develop across longer texts, analyze how details support arguments, and compare literary and informational sources.
Craft Recognition: They explore how authors develop tone, structure, and perspective, and evaluate the impact of figurative language and text features.
Word Meaning: Students interpret figurative, connotative, and technical meanings of words, drawing on morphology and context to expand their vocabulary.

1. Literary Text

Read the passage.

The sweet potato is a root vegetable. Its young leaves are sometimes eaten as greens. It is only distantly related to the potato. The root is long and narrow. Its skin ranges in color: it can be yellow, orange, red, purple, brown, or beige. Its flesh color also varies, and can be beige, white, red, pink, yellow, orange, or purple. Sweet potatoes with white or pale yellow flesh are less sweet and moist than those with red, pink, or orange flesh.

Why did the author write this passage?

A. to persuade

B. to inform

C. to entertain

D. to explain

View Explanation

The correct answer is (B).

Let's Break This Down Step by Step

Step One: Ask what the author is trying to do.

When you read, first decide: is the author giving information, trying to change my mind, telling a story, or explaining how something works?

Step Two: Look for facts or opinions.

Read carefully: “The sweet potato is a root vegetable. Its skin ranges in color… Its flesh color also varies.” These are facts, not opinions.

Step Three: Check for persuasive language.

Persuasion uses strong opinion words like “best,” “must,” or “should.” This passage doesn’t try to convince or persuade—it simply states facts.

Step Four: Check for explanation or instructions.

An explanation tells how or why something happens. Instructions give steps. The passage doesn’t explain why sweet potatoes have different colors or tell how to cook them; it just describes them.

Step Five: Match the evidence to the purpose choices.

Since the passage lists factual information about sweet potatoes, the author’s purpose is clearly to inform.

The answer (B) is correct.

Why the other options are incorrect

Answer (A) is incorrect because the passage does not try to persuade the reader. There are no opinions, requests, or emotional/strong language intended to change the reader’s mind.

Answer (C) is incorrect because the passage is not written to entertain—there’s no story, sensory-rich description, or imaginative language aimed at delighting or amusing the reader. It’s factual.

Answer (D) is incorrect because while the passage gives facts, it does not explain how or why anything happens (no cause-and-effect or step-by-step explanation). So, it’s informative, not explanatory.

2. Informational Text

Read the passage.

Louisa and Aidan were sprawled on chairs in the attic, their hands behind their heads and their feet dangling, when all of a sudden, a storm started. Heavy rain pounded on the roof, and they heard the strong wind whistling outside. The only lamp in the room went out, and the children could barely see anything around them. Lightning after lightning struck the sky outside, and the children held each other's hands as a sharp roar of thunder shook the house. It sounded as though the storm was right in their own backyard. However, a few minutes later, the storm stopped suddenly. Everything around was deafeningly silent as Louisa and Aidan got up quietly and attempted to find the door in the dark. Fortunately, the lights came back on before they had gotten to the door, and they both breathed out in relief and smiled.

What is the phrase "deafeningly silent" used for in the paragraph?

A. to emphasize that silence is the solution to the problem

B. to create a dramatic effect

C. to explain that the storm was loud

D. to emphasize how confusing the situation was

View Explanation

The correct answer is (B).

Let's Break This Down Step by Step

Step One: Read the sentence with the phrase in context.

The storm is loud (rain, wind, lightning, thunder). Then it “stopped suddenly.” Right after that, “Everything around was deafeningly silent.” Notice the immediate contrast between loud storm and sudden silence.

Step Two: Identify the figure of speech.

The phrase deafeningly silent is an oxymoron as it pairs two opposite ideas: “deafeningly” (very loud) and “silent” (no sound). Authors use oxymorons on purpose, not literally.

Step Three: Ask what effect that oxymoron creates here.

Because the storm was so loud and then stopped fast, the silence that follows feels intense; almost as if the silence itself has weight. The author uses that strong contrast to make the moment feel dramatic and surprising.

Match that effect to the answer choices.

“Create a dramatic effect” matches exactly: the oxymoron magnifies the sudden change from chaos to stillness, heightening drama.

Step Four: Choose the correct answer

The phrase is not literal (silence can’t actually be deafening). It’s a stylistic choice meant to produce drama and emphasis. So, the correct purpose is to create a dramatic effect.

The answer (B) is correct.

Why the other options are incorrect

Answer (A) is incorrect because the silence does not solve a problem in the passage. The silence simply follows the storm; it isn’t presented as a solution or action that fixes anything.

Answer (C) is incorrect because the phrase does not mean the storm was loud by itself. Instead it highlights the contrast between the storm’s loudness and the sudden silence. It’s describing the effect of the silence after the storm, not restating that the storm was loud.

Answer (D) is incorrect because the phrase doesn’t show confusion. The children are relieved and smiling when the lights return, so the writing isn’t emphasizing confusion; it’s emphasizing how intense and dramatic the quiet felt.

3. Word Meanings

Read the paragraph.

Jane knew the river was just beyond the patch of trees in front of her, but to get to it she still had to cross the patch, which was the most dangerous part of the forest. Stepping gingerly and slowly, her eyes darting everywhere to look for signs of danger, she moved from tree to tree, pausing every few seconds to look around and make sure no one was coming.

What is the meaning of the word "gingerly"?

A. with extreme caution

B. with plenty of spice

C. in a relaxed manner

D. as loudly as possible

View Explanation

The correct answer is (A).

Let's Break This Down Step by Step

Step One: Read the sentence with the word and notice the situation.

Jane is in “the most dangerous part of the forest,” her “eyes darting everywhere,” and she moves slowly. These clues tell us she’s being very careful.

Step Two: Ask what kind of movement makes sense here.

Someone who is surrounded by danger and moving slowly would move cautiously, not loudly or casually. If someone is looking around nervously and pausing to check for danger, they are not relaxed or loud as they are acting with caution.

Step Three: Compare the choices to the context.

(A) with extreme caution: fits the idea of moving carefully in danger.

(B) with plenty of spice: doesn’t match; spice has nothing to do with walking.

(D) as loudly as possible: also contradicts the idea of sneaking through danger.

Pick the best match and restate it in the sentence.
Replace gingerly with extreme caution: “Stepping with extreme caution and slowly, her eyes darting everywhere…” That sounds natural and matches the meaning of gingerly.

Step Four: Conclude.

Because the context points to careful, cautious movement, the correct meaning is (A).

Why the other options are incorrect

Answer (B) is incorrect because “with plenty of spice” refers to flavor. The paragraph is about how Jane moves, not about food or spices.

Answer (C) is incorrect because “in a relaxed manner” conflicts with clues like “most dangerous part of the forest” and “eyes darting everywhere,” which show she is tense and alert, not relaxed.

Answer (D) is incorrect because “as loudly as possible” makes no sense: if Jane were loud, she wouldn’t be trying to watch for danger and pause quietly to check her surroundings.

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MAP Language Usage: Mastering Academic Writing and Grammar

Mechanics: Students maintain accuracy in punctuation, capitalization, and spelling across essays and research-based writing.
Parts of Speech: They confidently use all parts of speech, including conjunctions and modifiers, to build varied and complex sentences.
Usage: Learners refine sentence fluency, ensuring logical connections and grammatical precision in extended writing.
Writing Process: Students plan, draft, and revise structured compositions with clear arguments, supporting evidence, and cohesive organization.

1. Mechanics

Which sentence is capitalized correctly?

A. "Did you know," asked the teacher, "There are some fish that can live out of water?"

B. "Please tell your sister," said the girl on the phone, "sharon will be there at 7:00."

C. "Students," Mr. Hernandez instructed, "please bring your history books tomorrow."

D. "this cake," Dana told her friend, "is one of the best cakes I have ever tasted."

View Explanation

The correct answer is (C).

Let's Break This Down Step by Step

Step 1: Identify the quoted sentence structure

Read each choice and notice that each sentence contains dialogue split into two parts by a speaker tag (for example, , said the girl or , Mr. Hernandez instructed,). When a quotation is split by a speaker tag, the second part of the quotation continues the same sentence unless the second part is a new sentence in meaning.

Step 2: Remember the capitalization rule for split quotations.

When a quotation is interrupted by a speaker tag and the speaker tag does not end the sentence, the second part of the quotation should begin with a lowercase letter unless that first word is a proper noun or a word that must be capitalized for another reason. For example:
He said, "please close the door," and then left.
We would not capitalize please because it continues the same sentence.

Step 3: Check proper nouns.

Proper nouns (names, titles used as part of a name) must always be capitalized. For example, Mr. Hernandez, Sharon, Dana are names and should be capitalized.

Step 4: Apply the rules to each choice.

Look at whether the sentence starts with a capital letter, if proper nouns are capitalized, and whether the part after the speaker tag begins with an incorrectly capitalized word when it should not be capitalized.

Conclude which sentence follows the rules.
Choice C: "Students," Mr. Hernandez instructed, "please bring your history books tomorrow."

The sentence begins with Students which is correctly capitalized because it is the first word.

Mr. Hernandez is a proper noun and correctly capitalized.

The second quoted part begins with please, which is correctly lowercase because it continues the same sentence.
Therefore this sentence follows the capitalization rules for split quotations.

Select the correct answer

The answer (C) is correct.

Why the other options are incorrect

Answer (A) is incorrect because the second half of the quotation begins with There capitalized: "Did you know," asked the teacher, "There are some fish that can live out of water?" The second quoted clause continues the same sentence, so There should be lowercase there unless it were a proper noun. It should read "there are some fish..." (assuming the speaker did not start a new sentence).

Answer (B) is incorrect because the name Sharon is a proper noun and must be capitalized. The sentence shows "sharon will be there at 7:00." after the speaker tag, so Sharon should be capitalized: "Sharon will be there at 7:00."

Answer (D) is incorrect because the first word of the sentence is lowercase. It begins with "this cake," Dana told her friend, "is one of the best cakes I have ever tasted." The first word of the whole sentence (this) must be capitalized. It should be "This cake," Dana told her friend, "is one of the best cakes I have ever tasted."

2. Parts of Speech

Which of the following sentences is grammatically correct? 

A. Me and my friends love to play soccer. 

B. Everyone except for I takes the bus to school. 

C. My parents ask my sister and me to help with chores. 

D. You and me are in the same music class. 

View Explanation

The correct answer is (C). 

Let's Break This Down Step by Step

Step 1: Understand subject and object pronouns.

Pronouns change depending on how they are used.

Subject pronouns perform the action. Examples: I, you, he, she, we, they.

Object pronouns receive the action. Examples: me, you, him, her, us, them.

Step 2: Identify the verb and determine who is doing the action.

The verb in the sentence tells us who is acting. If the pronoun is doing the action, it should be a subject pronoun. If the pronoun is receiving the action, it should be an object pronoun.

Apply the rule to the answer choices.
Look at each sentence and decide if the pronoun is used correctly in relation to the verb or preposition.

Find the grammatically correct sentence.
Choice C: My parents ask my sister and me to help with chores.

The verb is ask.

The people being asked (the objects) are my sister and me.
Because me is the object of the verb, it is correctly used.

Select the correct answer

The answer (C) is correct.

Why the other options are incorrect

Answer (A) is incorrect because me is used as a subject. The sentence should use the subject pronoun I:
Corrected: My friends and I love to play soccer.

Answer (B) is incorrect because I is used as the object of the preposition except for. After a preposition, you must use an object pronoun.
Corrected: Everyone except for me takes the bus to school.

Answer (D) is incorrect because me is used as part of the subject. Since the pronouns are performing the action, the subject pronoun I should be used.
Corrected: You and I are in the same music class.
Note: When listing yourself with others, place I last: Ralph, Susie, and I.

3. Usage

Which of the following sentences has an independent clause underlined?

A. Despite the storm, the ship stayed on course.

B. Though they can swim quickly, penguins walk slowly.

C. Miriam has seen the new movie, but I haven’t.

D. In order to reserve your place on the bus, please order your tickets before the deadline.

View Explanation

The correct answer is (A).

Let's Break This Down Step by Step

Step 1: Understand what a clause is.

A clause is a group of words with both a subject and a verb.
Example: The dog barked.
Subject: dog
Verb: barked

Step 2: Learn the difference between independent and dependent clauses.

An independent clause expresses a complete thought and can stand alone as a sentence.
Example: The dog barked.

A dependent clause has a subject and verb but does not express a complete thought. It cannot stand alone.
Example: Because the dog barked
This feels incomplete and leaves the reader expecting more.

Step 3: Look for dependent markers.

Dependent clauses often begin with words or phrases such as:
because, although, though, since, while, before, after, in order to, even if, whenever, wherever.
These signal that the clause depends on another clause to make sense.

Step 4: Examine each answer choice.

Check whether the underlined portion can stand alone as a complete sentence and whether it begins with a dependent marker.

Identify the independent clause.
Answer A: the ship stayed on course

Subject: ship

Verb: stayed

Complete thought: yes

No dependent marker
This clause can stand alone as a full sentence, so it is independent.

Select the correct answer

The answer (A) is correct.

Why the other options are incorrect

Answer (B) is incorrect because Though they can swim quickly begins with though which marks it as a dependent clause. It cannot stand alone. The reader expects additional information.

Answer (C) is incorrect because but I haven’t begins with but which links it to another idea. It cannot stand alone and is therefore a dependent clause.

Answer (D) is incorrect because In order to reserve your place on the bus begins with the phrase in order to which marks a dependent clause. It does not form a complete thought.

4. Writing Process

Which of the following would be a good topic sentence for a paragraph about how to take care of a dog?

A. Make sure you don't give your dog too much or too little food.

B. Dog care requires both a daily routine and checkups with a veterinarian.

C. It's important to protect your dog from fleas and ticks.

D. It's harder to take care of dogs than it is to take care of cats.

View Explanation

The correct answer is (B).

Let's Break This Down Step by Step

Step 1: Understand what a topic sentence is.

A topic sentence introduces the main idea of a paragraph. It should be broad enough to cover all the information that will follow but not so broad that it becomes unclear.

Step 2: Focus on the prompt.

The question asks for a good topic sentence about how to take care of a dog.
So, the sentence should introduce dog care in a general way.

Step 3: Evaluate whether the sentence provides a main idea or just a detail.

A main idea introduces the big concept.
A detail gives only one piece of information that supports the main idea.

Apply this to the answer choices.
Choice B: Dog care requires both a daily routine and checkups with a veterinarian.
This introduces the subject (how to take care of a dog) and identifies two broad categories of care. These categories could be expanded in the paragraph that follows, making this a strong topic sentence.

Select the correct answer

The answer (B) is correct.

Why the other options are incorrect

Answer (A) is incorrect because it gives a specific detail about feeding a dog. It does not introduce the overall main idea of dog care.

Answer (C) is incorrect because it mentions only one specific health concern (fleas and ticks). This is a supporting detail, not a broad topic sentence.

Answer (D) is incorrect because it compares caring for dogs to caring for cats. It does not introduce how to take care of a dog.

Ready to Support Your 6th Grader’s Transition?

The 6th Grade MAP PrepPack strengthens pre-algebra, reading comprehension, and writing precision for early middle school success. Try free sample questions or unlock full access to help your child adjust and excel.

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Understanding MAP Growth Scores: What 6th Grade Parents Need to Know

As your child enters junior high, MAP Growth scores provide essential insights into their readiness for middle school academics. These scores are not just numbers. They reveal whether your 6th grader is prepared for more independent learning, multiple teachers, and the increased academic expectations of junior high.

What Are MAP Growth Scores?

After your child takes the MAP Growth Test, you'll receive a Family Report that shows how your child is learning and progressing over time. This report uses the RIT scale, a consistent measurement tool that tracks skills in reading, math, and language usage regardless of grade level.

Key Components of MAP Growth Scores

Your child's Family Report includes four main measurements:

RIT Score - Shows the difficulty level your child can handle and tracks growth over time
Percentile Ranks - Compares performance to peers nationally
Growth Norms - Measures progress compared to students at the same starting level
Projected Proficiency - Predicts performance on future assessments and readiness for middle school coursework

Understanding RIT growth helps families and teachers set realistic goals and track learning progress as your child transitions to junior high. Want to understand these scores in detail? Learn more about interpreting MAP Growth scores and what each metric means for junior high readiness.

How Parents Can Support MAP Growth Preparation at Home

Build Reading Confidence

Discuss what your child reads regularly

Ask about main ideas, supporting details, and author's choices

Practice the comprehension skills needed for multiple subjects

Strengthen Math Foundations

Work through word problems together

Ask your child to explain their thinking process

Review multiplication, division, and fraction concepts

Develop Study Skills

Help establish homework routines for multiple classes

Create organized systems for tracking assignments

Practice time management for junior high's busier schedule

Support the Transition

Talk openly about junior high changes and expectations

Celebrate small wins as your child adjusts

Frame the MAP test as a helpful tool, not a source of stress

What's Included in the MAP Growth Preparation Pack

Full-Length Practice Tests
Step-by-Step Practice Quizzes
Video Lessons
Study & Parent Guides

Why This MAP Growth Preparation Pack Prepares Students for Junior High

Builds Junior High-Ready Skills

Strengthens math foundations before pre-algebra begins
Develops reading comprehension for content-area learning
Masters language conventions for middle school writing

Increases RIT Scores

Consistent practice leads to measurable score improvement
Targeted review fills knowledge gaps before junior high
Varied difficulty mirrors the actual MAP Growth Test format

Reduces Transition Anxiety

Students enter junior high confident in their abilities
Parents understand exactly where their child stands academically
Clear progress tracking shows readiness for middle school challenges

Supports Busy Families

Self-paced materials that fit your schedule
Requires just a few sessions per week
Aligns with NWEA standards for authentic preparation

By 6th grade, the MAP Growth Test measures higher-order thinking—analyzing, interpreting, and applying knowledge rather than simple recall. Students face more advanced reading passages, complex math problems, and refined language tasks that reflect middle school learning expectations.

Preparation helps your child approach the test confidently and perform at their full potential. Familiarity with question types and topics ensures more accurate results that reflect true growth and readiness for middle school academics.

The test covers reading comprehension, math reasoning, and language usage. Students analyze informational and literary texts, solve multi-step equations, interpret data, and apply grammar and writing conventions with precision.

You’ll receive access to 600+ sample questions, 16 Parts of Speech video lessons, 30+ interactive quizzes with detailed score reports, full-length MAP-style simulations, and 10 printable PDF study guides—everything your child needs for structured, self-paced preparation.

Start with a practice simulation to pinpoint areas that need work. Then, use the video lessons and quizzes to build skills step by step. Encourage your child to review explanations carefully to strengthen understanding and test-taking confidence.

Beginning 4–6 weeks before testing allows enough time to review key concepts and build comfort with the adaptive format. Regular, focused practice sessions (20–30 minutes a few times per week) yield the best results.

Absolutely. The materials are designed to support a wide range of learners, from students who need extra review to those ready for enrichment. Each activity adapts in difficulty, meeting your child where they are and guiding steady progress.

The Prep Pack includes built-in score reports so you can monitor quiz results and note areas of growth. Reviewing this data together helps keep your child motivated and engaged in their learning journey.

Ariav Schlesinger is a certified teacher with a Master's in Education and a MAP Growth specialist with over a decade of experience developing 6th Grade MAP-aligned questions. His materials include clear explanations that build foundational skills across math, reading, and language usage. They help 6th graders transition successfully to junior high and gain confidence on the MAP Growth test.

Unlock Your Child’s Potential with Free 6th Grade MAP Test Practice

Free 6th Grade MAP Sample Questions

Math

1. Computation & Problem Solving - Number Sense

2. Data Analysis - Measurement

3. Algebraic Concepts - Geometry

Reading

1. Literary Text

2. Informational Text

3. Word Meanings

Language Usage

1. Mechanics

2. Parts of Speech

3. Usage

4. Writing Process

Ready to Support Your 6th Grader’s Transition?

Understanding MAP Growth Scores: What 6th Grade Parents Need to Know

How Parents Can Support MAP Growth Preparation at Home

What's Included in the MAP Growth Preparation Pack

MAP 6th Grade FAQs

Ask Ariav

Unlock Your Child’s Potential with Free 6th Grade MAP Test Practice

Free 6th Grade MAP Sample Questions

Math

1. Computation & Problem Solving - Number Sense

2. Data Analysis - Measurement

3. Algebraic Concepts - Geometry

Reading

1. Literary Text

2. Informational Text

3. Word Meanings

Language Usage

1. Mechanics

2. Parts of Speech

3. Usage

4. Writing Process

Ready to Support Your 6th Grader’s Transition?

Understanding MAP Growth Scores: What 6th Grade Parents Need to Know

How Parents Can Support MAP Growth Preparation at Home

What's Included in the MAP Growth Preparation Pack

MAP 6th Grade FAQs

1. How does the MAP Growth Test change in 6th grade?

2. Why should my child prepare if the MAP Test isn’t scored as “pass or fail”?

3. What subjects and skills does the 6th Grade MAP Growth Test assess?

4. What’s included in the 6th Grade MAP Growth Test Prep Pack?

5. How can my child make the most of the Prep Pack?

6. When should 6th graders begin preparing?

7. Is the Prep Pack suitable for all ability levels?

8. How can I track my child’s improvement?

Ask Ariav

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