Free MAP Growth 7th Grade Practice Questions & Test Prep

Free MAP Growth 7th Grade Practice Questions & Test Prep


The NWEA MAP Growth test for 7th Grade challenges students to apply higher-order thinking, analyze complex texts, and solve multi-step problems. It's adaptive and personalized, adjusting in real time to measure true progress as students move beyond recalling facts to interpreting, evaluating, and connecting concepts. Through extensive work designing MAP-style tests, I’ve learned which skills matter most for success at this stage.

I'm Ariav Schlesinger, the MAP Growth specialist at TestPrep-Online. If you're looking to help your child prepare effectively for the MAP Growth 7th Grade test, this page is the perfect starting point. Here, you'll find:

  • Free 7th Grade MAP Growth sample questions across math, reading, and language usage, with clear explanations and problem-solving strategies.
  • Comprehensive information about the skills measured at the 7th grade level.
  • Practical tips and FAQs to help parents support effective MAP Growth preparation at home.

Find everything you need to prepare for the 7th Grade MAP Growth test:

Sample Math Questions | Sample Reading Questions | Sample Language Usage Questions | Scores Explained | How to Prep | Our PrepPack | FAQs

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7th Grade MAP Growth Free Sample Questions

MAP Math

The Math section of the MAP Growth test for 7th graders includes real-world problem-solving, algebraic reasoning, geometry, and data analysis. Students are expected to apply logic, work with variables, and interpret quantitative information.

Main Math Areas:

  • Number Sense: Understanding and comparing numbers, place value, equivalence, and number relationships.
  • Computation and Problem Solving: Applying operations to solve real-world problems with various number types.
  • Algebraic Concepts: Using patterns, expressions, equations, and functions to model relationships.
  • Geometry: Analyzing shapes, transformations, congruence, symmetry, and spatial relationships.
  • Measurement: Measuring, converting, and calculating perimeter, area, volume, and surface area.
  • Data, Statistics, and Probability: Collecting, interpreting, and analyzing data to make predictions using probability.

Question 1: Ratio and proportion

An ice cream shop uses 4 liters of ice cream to make 16 cones.
If the shop plans to sell 80 cones and expects to lose 0.25 liters of ice cream to melting/waste for each batch of 16 cones, how many liters should they buy in total?

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Wrong

Correct!

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View Explanation

The correct answer is (C).

Let's break this down step by step:

The shop makes cones in batches of 16. We need to figure out how many batches are required to make 80 cones total.

To find this, we divide the total number of cones needed by the number of cones per batch:

80 ÷ 16 = 5 batches

This tells us the shop needs to prepare 5 separate batches of ice cream to make all 80 cones.

Now we know that each batch requires 4 liters of ice cream for the recipe itself. Since we need 5 batches, we multiply: 

4 liters per batch × 5 batches = 20 liters 

This is the amount of ice cream that will actually go into making the cones, but we are not done yet because we also need to account for waste. 

The problem tells us that for each batch of 16 cones, the shop loses 0.25 liters to melting and waste. Since we are making 5 batches, we need to calculate the total waste: 

0.25 liters per batch × 5 batches = 1.25 liters 

This is ice cream that will be lost and cannot be used for making cones. 

To find out how much ice cream the shop should buy in total, we need to add together:

  • The ice cream needed for the recipe (20 liters)
  • The ice cream that will be lost to waste (1.25 liters)

20 + 1.25 = 21.25 liters

Therefore, the shop should buy 21.25 liters of ice cream in total to successfully make 80 cones while accounting for the expected waste.

Answer (A) is incorrect because it only accounts for the ice cream needed for the recipe itself. This calculation ignores the 1.25 liters that will be lost to melting and waste. If the shop only bought 20 liters, they would not have enough ice cream to make all 80 cones after accounting for the waste that occurs during production.

Answer (B) is incorrect because while it recognizes that extra ice cream is needed beyond the base recipe amount, it does not include the full amount of waste. The actual waste is 1.25 liters, not 1 liter. If the shop bought 21 liters, they would be 0.25 liters short after the waste occurs, meaning they could not complete all 80 cones.

Answer (C) is correct because it accounts for both the ice cream needed to make the cones (20 liters) and the ice cream that will be lost to melting and waste (1.25 liters). When running a business like an ice cream shop, you must plan for losses and purchase extra materials to compensate for waste.

Answer (D) is incorrect because it overestimates the amount needed. While buying extra might seem safe, this answer adds too much. The correct waste calculation is 1.25 liters, which brings the total to 21.25 liters. Buying 22 liters would mean purchasing 0.75 liters more than necessary, which wastes money and resources.

Question 2: Measurement

What is the correct order for the time measurements below from smallest to largest?

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View Explanation

The correct answer is (C).

Let's break this down step by step:

To solve this problem, we need to compare four different time measurements that are given in different units. The trick is that we cannot compare them directly when they're in different units. It's like trying to compare apples, oranges, bananas, and grapes without knowing their weights.

We need to convert everything to the same unit first. We have measurements in seconds, minutes, hours, and days. Let's convert everything to minutes because minutes are right in the middle of our range. This will help us avoid working with very large numbers (like converting everything to seconds) or very small decimals (like converting everything to days).

We know that 60 seconds = 1 minute. To find how many minutes are in 6000 seconds, we divide: 6000 ÷ 60 = 100 minutes

Think of it this way: if every 60 seconds makes one minute, we're asking "how many groups of 60 are in 6000?"

We know that 1 hour = 60 minutes. To find how many minutes are in 3.5 hours, we multiply: 3.5 × 60 = 210 minutes

This makes sense because 3 hours would be 180 minutes (3 × 60), and the extra 0.5 hours (which is half an hour) adds 30 more minutes, giving us 210 minutes total.

This one is already in minutes, so we don't need to convert it. 250 minutes stays as 250 minutes.

First, we need to know how many minutes are in a whole day: 1 day = 24 hours 24 hours = 24 × 60 = 1440 minutes 

Now we need to find 1/6 of 1440 minutes: 1440 ÷ 6 = 240 minutes 

Another way to think about this: if we divide a day into 6 equal parts, each part is 4 hours (because 24 ÷ 6 = 4), and 4 hours equals 240 minutes. 

Now let's organize what we have: 

6000 seconds = 100 minutes 

3.5 hours = 210 minutes 

250 minutes = 250 minutes 

1/6 of a day = 240 minutes 

Looking at our converted values: 100 < 210 < 240 < 250 

This means: 

  • Smallest: 6000 seconds (100 minutes) 
  • Second: 3.5 hours (210 minutes) 
  • Third: 1/6 of a day (240 minutes) 
  • Largest: 250 minutes (250 minutes) 

Answer (A) is incorrect because it places 1/6 of a day (240 minutes) as the smallest measurement, when actually 6000 seconds (100 minutes) is the smallest. This option also places 250 minutes last, which is correct, but the first three items are out of order. 

Answer (B) is incorrect. While it correctly starts with 6000 seconds (the smallest) and then 3.5 hours (210 minutes), it places 1/6 of a day (240 minutes) after 250 minutes, which reverses their correct order. 

Answer (C) is correct because when we convert all the time measurements to the same unit (minutes), we get 100, 210, 240, and 250 minutes respectively. This order, from smallest to largest, is exactly what option C shows: 6000 seconds, 3.5 hours, 1/6 of a day, 250 minutes. 

Answer (D) is incorrect because it starts with 250 minutes as the smallest, which is actually the largest of all four measurements. This option has the order completely backwards in some places. It shows 6000 seconds (100 minutes) as the second item when it should be first, making the entire sequence incorrect. 

Question 3: Geometry

MAP 7TH GRADE GEO Q

Choose the pairs with similar triangles:

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View Explanation

 

Similar triangles have the same shape but may come in different sizes. In order to determine whether two triangles are similar, you can check the following rules:

1. SSS (Side Side Side) – Two different triangles are similar if all the sides in one triangle are in the same proportion to the matching sides in the other triangle.

2. SAS (Side Angle Side) – If two triangles have two pairs of sides which have the same proportion as the pair in the second triangle and the angle between them is the same, they are similar:

Pair (a) has similar triangles; The missing angle in the triangle on the right is 45° (the interior angles of a triangle add to 180°), making this triangle an isosceles triangle. Thus, the right side of the triangle is also 4:

There are two side of the triangles with the same proportion 3/3=4/4=1 and the angle between those sides is 90° in both of the triangles. Therefore, the triangles are similar according to SAS.

Pair (b) has similar triangles according to SSS. Both triangles have three pairs of matching sides (Notice that these triangles are also congruent, since all sides are equal - congruent triangles are also similar triangles).
Pair (c) does not have similar triangles. There are no matching angles between the triangles and no information regarding their sides.
Therefore, the correct answer is (D) – Pairs (a) and (b) are similar.

Question 4: Data & Algebra

Use the graph below to answer the question.

MAP 7TH GRADE MAP Q

What is the unit rate per crate?

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View Explanation

The correct answer is (D).

Let's break this down step by step:

A unit rate is one of the most practical concepts in mathematics. The word "unit" always means "one," so a unit rate tells us how much of something happens per ONE of something else. In this problem, we need to find how many minutes it takes to pick ONE crate of cherries.

Looking at the graph in the image, we can see:

  • The x-axis (horizontal axis) represents "Number of crates picked"
  • The y-axis (vertical axis) represents "Time (minutes)"
  • There is a straight line passing through several points, starting at the origin (0,0)

This graph shows a proportional relationship between the number of crates picked and the time in minutes. The more crates you pick, the more time it takes.

The question asks for the unit rate per crate. This means we need to find out how many minutes it takes to pick exactly ONE crate of cherries. We're looking for the time (in minutes) when the number of crates equals 1.

To find the unit rate, we need to look at what happens when x = 1 (one crate).

Start at the number 1 on the x-axis (the horizontal axis at the bottom). Draw an imaginary line straight up from this point until you hit the graphed line (as shown by the orange line in the reference image). Then, from that point on the graph, draw an imaginary line horizontally to the left until you reach the y-axis. Read the value on the y-axis.

When we do this, we see that when x = 1 crate, y = 3 minutes.

This tells us directly that it takes 3 minutes to pick 1 crate of cherries.

We can double-check our answer by using any other point on the graph and calculating the unit rate from it.

Looking at the graph, we can see another clear point. When x = 2 crates, y = 6 minutes (as shown by the green line in the reference image).

This means it takes 6 minutes to pick 2 crates. Now let's calculate the unit rate:

6 minutes for 2 crates can be written as: 6 minutes / 2 crates

To find the rate for 1 crate, we divide both the numerator and denominator by 2:

  • 6 ÷ 2 = 3 minutes
  • 2 ÷ 2 = 1 crate

So the unit rate is 3 minutes per 1 crate, or simply 3 minutes per crate.

The unit rate is 3 minutes per crate. This means that for every single crate of cherries picked, it takes 3 minutes.

Answer (A) is incorrect because 0.33 minutes per crate would mean it takes only about 20 seconds (one-third of a minute) to pick a crate of cherries, which is not what the graph shows. This answer might come from reading the graph incorrectly and dividing in the wrong direction (1 crate ÷ 3 minutes instead of 3 minutes ÷ 1 crate). 

Answer (B) is incorrect because 1 minute per crate would mean that each crate takes exactly 1 minute to pick. If we look at the graph at x = 1, the y-value is clearly 3, not 1. Also, if the unit rate were 1 minute per crate, then 2 crates would take 2 minutes, but the graph shows 2 crates take 6 minutes. 

Answer (C) is incorrect because 2.5 minutes per crate does not match the graph. If we check: at x = 2 crates, the graph shows y = 6 minutes. If the rate were 2.5 minutes per crate, then 2 crates would take 2 × 2.5 = 5 minutes, not 6 minutes. This answer doesn't align with any point on the graphed line. 

Answer (D) is correct because when we read the graph at x = 1 crate, the corresponding y-value is 3 minutes. This gives us the unit rate of 3 minutes per crate. We can also verify this by taking any other point on the graph (such as 6 minutes for 2 crates) and dividing both values by the number of crates to get 3 minutes per 1 crate. 

Answer (E) is incorrect because 3.5 minutes per crate is too high. Looking at the graph at x = 1 crate, the y-value is clearly at 3, not 3.5. If the rate were 3.5 minutes per crate, then 2 crates would take 7 minutes, but the graph clearly shows 2 crates take 6 minutes. 

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MAP Reading

The MAP Growth Reading section evaluates comprehension, interpretation, and vocabulary in context. Seventh graders read more sophisticated texts that require identifying themes, analyzing tone, and drawing inferences.

Reading Types:

  • Word Meaning: Understanding word meanings, origins, relationships, and using context for clues.
  • Literary Concepts: Identifying themes, details, and drawing conclusions from literary texts.
  • Literary Concepts: Analyzing plot, characters, themes, and literary devices in texts.
  • Informational Concepts: Finding key ideas, details, and conclusions in informational texts.
  • Informational Concepts: Evaluating structure, bias, claims, and author’s purpose in nonfiction.

Question 5: Reading – Literary Text (Poetry)

Read the poem. Then answer the questions that follow.

The Road Not Taken

By Robert Frost

Two roads diverged in a yellow wood, 
And sorry I could not travel both 
And be one traveler, long I stood 
And looked down one as far as I could 
To where it bent in the undergrowth;        5 

Then took the other, as just as fair, 
And having perhaps the better claim, 
Because it was grassy and wanted wear; 
Though as for that the passing there 
Had worn them really about the same,       10 

And both that morning equally lay 
In leaves no step had trodden black. 
Oh, I kept the first for another day! 
Yet knowing how way leads on to way, 
I doubted if I should ever come back.        15 

I shall be telling this with a sigh 
Somewhere ages and ages hence: 
Two roads diverged in a wood, and I— 
I took the one less traveled by, 
And that has made all the difference.

1. This is a narrative poem because it ______

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Correct!

View Explanation

The correct answer is (D).

Let's break this down step by step:

A narrative poem is a poem that tells a story. Think of it as a story written in verse form rather than in regular sentences and paragraphs. Just like any story, a narrative poem has:

  • a speaker or character who experiences events
  • a sequence of events (things that happen in order)
  • a beginning, middle, and end
  • often a setting (where and when the story takes place)

Let's look for story elements in this poem:  

  • Character/Speaker: There is a traveler (the "I" in the poem) who is our main character 
  • Setting: A yellow wood (forest) in autumn, on a particular morning 
  • Beginning: The traveler comes to a fork in the road and must choose between two paths 
  • Middle: The traveler examines both roads, thinking about which one to take. He notices they're both similar, though one seems less traveled 
  • Decision/Action: The traveler makes a choice and takes one of the roads 
  • End: The traveler reflects that this choice will be something he talks about in the future ("ages and ages hence") and that it "made all the differenc

The question asks why makes this poem a narrative one. This means we need to focus on what makes it tell a story, not just what makes it a poem in general. Many poems have vivid imagery or themes, but not all poems tell stories. 

Answer (A) is incorrect because using the word "I" does not make a poem narrative. The word "I" simply indicates a first-person point of view. The presence of "I" tells us who is speaking, but not whether events are being narrated. 

Answer (B) is incorrect because including vivid imagery is a characteristic of many types of poetry, not just narrative poetry. Imagery means using descriptive language that appeals to our senses. While "The Road Not Taken" does include imagery (like "yellow wood" and "leaves no step had trodden black"), imagery alone doesn't make a poem narrative. A descriptive poem could have beautiful imagery but no story. Imagery is a technique used in poetry, not a defining feature of the narrative form. 

Answer (C) is incorrect because addressing a theme is something that nearly all poems do, regardless of their type. A theme is the central message or idea in a work of literature. This poem does have themes (like choices, individuality, and the passage of time), but having a theme doesn't make it narrative. A haiku can have a theme. A sonnet can have a theme. Theme is about the meaning or message, not about whether a story is being told. 

Answer (D) is correct because it identifies the essential characteristic of narrative poetry: it tells a story. This poem narrates the events of a traveler who encounters two diverging roads, must make a choice between them, chooses one path, and reflects on how that choice affected his life. The entire poem follows a sequence of events with a beginning (finding the fork), middle (making the decision), and end (reflecting on the consequence). This story structure is what makes it a narrative poem. 

Question 6: Reading – Literary Text (Tone and Attitude)

2. What is the attitude of the speaker in the poem?

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View Explanation

The correct answer is (D).

Let's break this down step by step:

A speaker's attitude (also called tone) is the feeling or emotion the speaker has toward the subject they are discussing. Think of it like the mood in someone's voice when they talk. Are they excited? Worried? Thoughtful? Sad? 

Writers don't usually say directly "I feel contemplative." Instead, they show their attitude through: 

  • Word choice (the specific words they select) 
  • Details (what they choose to include or emphasize) 
  • Imagery (the pictures they create with words) 
  • Sentence structure (how they put ideas together) 

The subject of this poem is a choice between two roads. But this isn't just about actual roads in a forest. The speaker uses the roads as a metaphor for life choices and decisions. The speaker is thinking about: 

  • Which path to choose 
  • Whether the choice matters 
  • How he will feel about this choice in the future 
  • What this decision means for his life 

Let's look closely at specific words and phrases that reveal the speaker's attitude: 

Evidence of deep thinking: 

  • "long I stood" - Shows the speaker spent considerable time thinking, not making a quick decision 
  • "looked down one as far as I could" - Stresses that the speaker is carefully examining his options, trying to see where each path leads 
  • "perhaps the better claim" - The word "perhaps" shows uncertainty and careful weighing of options 
  • "Though as for that" - This phrase introduces second thoughts, showing the speaker reconsidering 
  • "I doubted if I should ever come back" - Tells us that the speaker is thinking about the permanence and consequences of his choice 

Evidence of reflection: 

  • "I shall be telling this with a sigh / Somewhere ages and ages hence" - Tells us that the speaker is imagining his future self looking back on this moment 
  • "And that has made all the difference" - Presents a reflective statement about the impact of the choice 

Contemplative means being in a state of thoughtful observation or deep reflection. A contemplative person: 

  • Thinks carefully and deeply about things 
  • Considers different angles and possibilities 
  • Reflects on meaning and significance 
  • Takes time to ponder rather than rushing to conclusions 
  • Often thinks about both present and future implications 

Answer (A) is incorrect because the speaker is not unhappy. While the speaker mentions telling the story "with a sigh," a sigh doesn't necessarily mean unhappiness as it could be a sigh of relief. The speaker says the choice has "made all the difference," which could be positive. There are no words expressing sadness, disappointment, regret, or dissatisfaction.  

Answer (B) is incorrect because the speaker is not optimistic (hopeful and positive about the future). An optimistic attitude would include words showing excitement, confidence, or enthusiasm about the choice. Instead, the speaker uses uncertain language ("perhaps," "I doubted").  

Answer (C) is incorrect because the speaker does not show fear or anxiety. A fearful attitude would include words expressing worry, dread, nervousness, or concern about danger. Instead, the speaker's language is calm and measured. The speaker mentions doubt, but doubt is not the same as fear. Doubt means uncertainty about which option is best, while fear means being scared of something bad happening.  

Answer (D) is correct because the speaker's attitude throughout the poem is contemplative, meaning thoughtful and reflective. The speaker demonstrates contemplation in multiple ways: 

  • He stands for a long time considering both paths 
  • He uses uncertain language like "perhaps," showing he is weighing different possibilities 
  • He thinks about the future consequences of his choice 
  • He reflects on how he will remember this moment "ages and ages hence" 
  • His tone is measured and thoughtful, not rushed or emotional 

Question 7: Reading – Informational Text

Read the passage.

Technological advancements are all around us, but we rarely stop to appreciate them, and particularly those advancements which have been around long enough so we take them for granted. For example, the camera: before cameras were developed, people who wanted to put up a family photo had to pose for oil paintings. Or the internet: before there was internet available, people who wanted to find information had to go through books, usually several books, to find what they were looking for. Or the telephone: before people had telephones, they had to wait for days, weeks, and even months for a letter to arrive in the mail. Or the remote control: when people first bought televisions for their homes there was no remote, and when they wanted to turn the TV on or off or change the channel, they had to walk up to it and click one of its buttons.

Another technological advancement people take for granted is the alarm clock. Have you ever stopped to think how people got up for work on time before the alarm clock was invented?

In the past, alarm clocks were not available, and even when they became available, they were not always reliable and not everyone could afford them. Some people, such as people who worked shifts, still had to get to work on time. So, they used the service of a knocker-upper, which was a job people could apply for until the 1970's in the UK.

A knocker-upper walked around the street carrying a long pole and knocked on the customers' windows to wake them up. Some knocker-uppers used soft hammers, rattles, and even pea-shooters.

In the beginning, knocker-uppers used to ring the doorbell or knock loudly on the door, and later they started using the long sticks to knock on windows from the outside, knocking loudly enough to wake up the people inside the house, but softly enough not to wake the neighbors.

And who woke up the knocker-upper? They were usually people who were night owls anyway and slept during the day.

What is one logical reason, according to the passage, for the knocker-uppers to knock on the windows instead of the doors of the customers?

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Correct!

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View Explanation

The correct answer is (C).

Let's break this down step by step: 

The question asks for "one logical reason" why knocker-uppers switched from knocking on doors to knocking on windows. The word "logical" is key here. It means we need to find a reason that makes sense based on the information in the passage, not just any possible reason we might imagine.

This is an inference question. An inference is a conclusion you reach by putting together clues from the text. The passage might not say directly "They knocked on windows because...", but it gives us enough information to figure out the reason logically.

Let's find the part of the passage that discusses this change. The passage states:

"In the beginning, knocker-uppers used to ring the doorbell or knock loudly on the door, and later they started using the long sticks to knock on windows from the outside, knocking loudly enough to wake up the people inside the house, but softly enough not to wake the neighbors."

This sentence is packed with important clues! Let's break it down:

  • What changed: They switched from knocking on doors to knocking on windows
  • How they did it: They used long sticks
  • The important detail: They knocked "loudly enough to wake up the people inside the house, but softly enough not to wake the neighbors"

The phrase "loudly enough...but softly enough not to wake the neighbors" is the biggest clue. Let's think about what this tells us:

  • The knocker-uppers had a specific goal: wake up the people inside
  • They also had a specific concern: don't wake the neighbors
  • They found a solution that achieved both goals

This is a classic problem-solving situation. They identified a problem (waking neighbors) and found a solution (knocking on windows with controlled volume).

Now let's think logically: Why would knocker-uppers care about not waking the neighbors?

Remember, knocker-uppers were providing a paid service. The passage says "they used the service of a knocker-upper" and mentions "customers." This means the knocker-uppers knocked on windows because they could control the volume better, waking only the paying customers without disturbing the non-paying neighbors.

Let's also think about the practical difference between doors and windows:

  • Knocking on a door: The sound travels through the door directly into common areas (hallways, living rooms) and can be very loud for everyone nearby
  • Knocking on a window: With a long stick, you can tap on a specific bedroom window where the customer is sleeping, and the sound is more localized to that room

This makes windows the smarter choice for targeting only the customer.

Answer (A) is incorrect because the passage does not suggest that knocking on windows was easier than knocking on doors. In fact, knocking on windows required carrying long poles and reaching up to tap on windows, which seems more difficult than simply knocking on a door at ground level.

Answer (B) is incorrect because there is no mention in the passage about doors being "old-fashioned" or any concern about modernizing the method.

Answer (C) is correct because the passage provides clear evidence that knocker-uppers were trying to wake their customers without disturbing others "loudly enough to wake up the people inside the house, but softly enough not to wake the neighbors."

Answer (D) is incorrect because the passage provides no information about knocker-uppers trying to make their job seem more desirable or attractive. The passage doesn't discuss job recruitment, public perception of the profession, or any efforts to improve the job's image.

Question 8: Reading – Word Meaning (Greek Roots)

Read the sentence, then answer the question.

What is the meaning of the Greek root phil?

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Wrong

Correct!

Wrong

View Explanation

The correct answer is (C).

Let's break this down step by step: 

A root is the core part of a word that carries the main meaning. Think of it as the foundation of a house - everything else is built on top of it. Roots cannot usually stand alone as words in English, but they combine with other word parts to create complete words. 

Many English words are built from roots that come from ancient languages, particularly Latin and Greek. These ancient roots have been used for thousands of years to create new words, especially in science, medicine, and academic fields. 

For example:  

  • The root "graph" (meaning write) appears in: photograph, autograph, biography, graphic 
  • The root "port" (meaning carry) appears in: transport, portable, export, import 

When you encounter a root you don't recognize, you can use three helpful strategies:

1. Check for other prefixes, suffixes, and roots in the same word. For example, in the word hydrophilic, you might recognize that the root "hydro" means water.
2. If the question gives you the word in the context of a sentence or paragraph, look for clues in the text surrounding the word, piecing together meanings with the answer choices. For example, the words "attracted to water" can give you a clue that the prefix phil is related to attraction, and attraction is related to love.
3. Try to think of other words that share the same root.

Only answer (C) makes logical sense when we plug it into the words we already know.

Answer (A) is incorrect because "phil" does not mean "new." The Greek root for "new" is actually "neo" (as in neonatal, meaning newborn, or neologism, meaning a newly created word).

Answer (B) is incorrect because "phil" does not mean "many." The Greek root for "many" is "poly" (as in polygon, meaning a shape with many sides, or polyglot, meaning someone who speaks many languages).

Answer (C) is correct. The root "phil" (or "phile" at the end of words) consistently means love, affection, fondness, or strong attraction to something. When you see this root, the word is describing someone or something that loves or is attracted to whatever the other part of the word describes.

Structure pattern: [Thing] + phil/phile = lover of [thing]

Book + phile = bibliophile (book lover)

Music + phil = music lover (as in philharmonic)

Answer (D) is incorrect because "phil" does not mean "opinion." The Greek root for "opinion" is "dox", as in orthodox, meaning holding established beliefs.

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MAP Language Usage

The Language Usage section measures how well students use grammar, punctuation, and structure to express ideas clearly. This section emphasizes precision, coherence, and editing skills.

Main Language Areas:

  • Mechanics: Students understand the conventions of capitalization, punctuation, and spelling.
  • Parts of Speech: Students understand the different parts of speech.
  • Usage: Students understand the conventions of grammar, usage, and sentence structure.
  • Writing Process: Students use various research and writing skills to plan, develop, and revise writing.

MAP Language Usage – Mechanics

Which of the following sentences follows the rules of capitalization?

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Wrong

Wrong

Correct!

View Explanation

The correct answer is (D).

Let's break this down step by step:

First, let's look at what we have. This is a sentence with a direct quotation. The speaker is reporting what "she" said. The format is:

She said + the beginning and end of quotation marks "..."

When someone speaks and we write down their exact words, those words go inside quotation marks. The words inside the quotation marks form their own complete sentence.

The first word inside a direct quotation that forms a complete sentence must always be capitalized. In this case, the quoted sentence begins with "We live in North Carolina now..." Since "We" is the first word of the quoted sentence, it must be capitalized, even though it comes after a comma in the larger sentence.

So, we need: "We" (capital W), not "we" (lowercase w).

This rule eliminates any answer choice that has "we" with a lowercase w.

Proper nouns are specific names of people, places, or things, and they always get capitalized.

In this sentence, we have two geographic locations:

  • North Carolina (a specific state in the United States)
  • Europe (a specific continent)

"North Carolina" is a proper noun, the official name of a state. Therefore, both words in "North Carolina" must be capitalized. "Europe" is also a proper noun, the name of a continent, so it must be capitalized.

Here is where it gets tricky, and this is the key to answering this question correctly. 

In North Carolina, the word North is part of the state’s official name, not just a direction. There’s no state called “Carolina,” so North must be capitalized. In contrast, western Europe is not the official name of any country or region. The word western simply describes which part of Europe we mean. 

Think of it this way: Europe is a proper noun. Words like northern, southern, eastern, or western describe general areas, not official names. When used this way, these directional words stay lowercase. 

Answer (A) is incorrect because it capitalizes "Western" in "Western Europe." While "Europe" should be capitalized as a continent name, "western" should be lowercase because it is a descriptive directional adjective, not part of an official geographic name.

Answer (B) is incorrect because it makes two capitalization errors. First, it fails to capitalize "we" at the beginning of the quotation. Second, it fails to capitalize "north" in "north Carolina."

Answer (C) is incorrect because it fails to capitalize "we" at the beginning of the quoted sentence.

Answer (D) is correct because it follows all the capitalization rules:

"We" capitalized (first word of the quotation)

"North Carolina" with both words capitalized (official state name)

"western Europe" with "western" lowercase and "Europe" capitalized (directional adjective plus continent name)

MAP Language Usage – Parts of Speech

Read the sentence. 

A molecule is approximately one million times smaller than a grain of sand. 

Which word is modified by the adjective "smaller"? 

Correct!

Wrong

Wrong

Wrong

View Explanation

The correct answer is (A). 

Let's Break This Down Step by Step

An adjective is a word that describes or modifies a noun or pronoun. It tells us more information about the noun, such as its size, color, shape, quality, or quantity. Adjectives answer questions like "What kind?" "Which one?" "How many?" or "How much?" 

For example: 

The three enormous, silver Japanese robots stood proudly in the dusty arena, their broken arms still raised in a final, defiant salute. 

“three”, “enormous”, “silver”, “Japanese” describe the robots, “dusty" describes the arena, and “broken” and “defiant” describe the robots’ arms, helping the reader clearly picture the scene. 

Let's look at the sentence carefully: 

"A molecule is approximately one million times smaller than a grain of sand." 

Let's identify the main parts: 

  • Subject: "A molecule" (what the sentence is about) 
  • Verb: "is" (the linking verb) 
  • The rest: "approximately one million times smaller than a grain of sand" (gives us information about the molecule) 

This sentence is making a comparison. It tells us how the molecule relates to a grain of sand in terms of size. 

Since our adjective is "smaller," ask: "What is smaller?" 

When we ask this question and look at the sentence, the answer becomes clear: The molecule is smaller (when compared to a grain of sand). The adjective "smaller" gives us information about the molecule's size relative to something else. 

When a linking verb like “is” is followed by an adjective, that adjective describes the subject of the sentence. Here, "smaller" follows “is” and describes the subject molecule, not the grain of sand or any other word.

Let's quickly identify the role of the other words in the sentence: 

  • "is" is a verb (linking verb), and adjectives do not modify verbs 
  • "times" is part of the phrase "approximately one million times," which is an adverbial phrase that tells us how much smaller (by what degree), not what is smaller 
  • "grain" is a noun that comes after "than" in the comparison, representing what the molecule is being compared to 

Answer (A) is correct because the adjective "smaller" modifies the noun "molecule." You can figure this out by asking "What is smaller?" It is the molecule that is smaller.  

Answer (B) is incorrect because the adjective "smaller" does not modify the verb "is." An adjective can only modify a noun or pronoun. An adjective cannot modify a verb.  

Answer (C) is incorrect because the adjective "smaller" does not modify the noun "times." It does not tell us anything about "times" in the sentence. Rather, "times" is part of an adverbial phrase - "approximately one million times" - that modifies the adjective "smaller," indicating specifying how much smaller.  
 
Answer (D) is incorrect because the adjective "smaller" does not modify the noun "grain," as it is not telling us anything about the grain of sand directly. It is the molecule that is said to be "smaller" than the grain, not the grain that is said to be smaller than the molecule. 

Question 11: Language Usage – independent vs. dependent clauses

Read the passage.

Long before computers existed, Ada Lovelace was already thinking of innovative ways they could be used. Lovelace, the daughter of the famous poet Lord Byron [A], was born in England in 1815. In 1833, she met Charles Babbage [B], who was creating a design for a mechanical computer that could perform calculations. Lovelace added to Babbage’s ideas by proposing that computers could perform many tasks besides calculations [C]. Though Lovelace didn’t live long enough to see her ideas put into practice [D], she is widely considered one of the first and most influential computer scientists in history.

Which underlined section of the passage is an independent clause?

Wrong

Correct!

Wrong

Wrong

View Explanation

The correct answer is (B).

Let's break this down step by step

A clause is a group of words that contains two essential parts:

  • A subject (the person, place, thing, or idea doing the action or being described)
  • A conjugated verb (a verb that shows tense and agrees with the subject)

Not every group of words is a clause. Some groups of words are phrases, which may have either a subject or a verb, but not both.

An independent clause expresses a complete thought. It can stand alone as a sentence and makes sense by itself. It contains a subject and a conjugated verb, and you do not need any additional information to understand what it means. To identify an independent clause, we need to check three things:

  • ✓ Does it have a subject?
  • ✓ Does it have a conjugated verb?
  • ✓ Does it express a complete thought?

A dependent clause is a clause that also contains a subject and a conjugated verb, but it does not express a complete thought and cannot stand alone as a sentence. It depends on being attached to an independent clause to make complete sense. Dependent clauses often begin with subordinating conjunctions like "although," "because," "when," "if," "since," "though," or "while." Dependent clauses leave us hanging, wanting more information.

Answer (A) is incorrect because the underlined section is not a clause. A clause must contain at least one conjugated verb, but the underlined section in Answer (A) does not contain a verb.

Answer (B) is correct because the subject of the clause is "she" (Ada Lovelace), the conjugated verb related to the subject is "met," and the clause expresses a complete thought. Thus, "she met Charles Babbage" is an independent clause.

Answer (C) is incorrect because the underlined section is not a clause. A clause must contain a subject and a conjugated verb, and the underlined section contains neither.

Answer (D) is incorrect because the underlined section is a dependent clause, not a main clause. The underlined section is a dependent clause because it begins with the subordinating conjunction "though." This subordinate clause provides additional information about the sentence’s independent clause, which has "she" as its subject and "is" as its conjugated verb.

Question 12: Language Usage – Writing Process

Which is the best thesis for a persuasive essay on the first time people landed on the moon?

Wrong

Wrong

Correct!

Wrong

View Explanation

The correct answer is (C).

Let's break this down step by step

A thesis of an essay is a claim made by the author about the topic of the essay, and it presents the author's position or opinion regarding this topic. Notice that in persuasive writing, you do not have to agree with the author as the thesis does not present a fact, and the aim of the essay is to influence your thinking towards a certain direction.
Tip: a fact is different from a thesis statement in that a fact is something that can be checked and proven.

Not all essays are the same, and different types of essays need different types of thesis statements. This question specifically asks about a persuasive essay, so we need to understand what makes a good persuasive thesis.

A persuasive essay aims to convince readers to agree with the author's viewpoint or to take a specific action. Therefore, a persuasive thesis must:

  • Present an arguable claim or opinion (not a fact)
  • Take a clear position that someone could disagree with
  • Be debatable, meaning reasonable people could have different views about it
  • Require evidence and reasoning to support it

A persuasive thesis must present an arguable claim, not a fact. To check, ask: “Can this be proven true or false by looking it up?” If yes, it is a fact. If no, and reasonable people could disagree, it is a persuasive claim.

Answer (A) is incorrect because is presents a claim about factual knowledge that could be verified through research, surveys, or studies. While it might be debatable whether literally "everyone" knows about it, this statement is essentially presenting information about public awareness rather than making an arguable claim about the significance, value, or meaning of the moon landing itself.

Answer (B) is incorrect because it is a straightforward historical fact that can be easily verified. Anyone can look up information about the Apollo program and confirm that the moon landing (Apollo 11 mission in 1969) was indeed part of this program. There is no debate here, no opinion, and no claim that needs to be argued or defended.

Answer (D) is incorrect because it is a verifiable historical fact. Neil Armstrong's words were recorded, broadcast worldwide, and are well-documented in numerous sources. You can prove this statement true by watching footage of the moon landing or reading official transcripts.

Access Full PrepPack

MAP Growth for the 7th Grade 

The MAP Growth 7th Grade test measures how well students are mastering key middle school skills while preparing for the challenges of high school. The test adapts to each student’s level in real time, becoming more or less difficult based on their responses, so every student faces questions that reflect their unique learning progress. Seventh graders move beyond recalling facts; they interpret, evaluate, and connect concepts across math, reading, and language. Each subject includes around 40 to 43 questions, and while the test is untimed, students typically spend about 60 minutes per section, making practice an important way to build focus, confidence, and endurance for test day.

Understanding Your 7th Grader’s MAP Growth Scores

After the MAP Growth test, you’ll receive a Family Report that shows how your child is learning and progressing over time. By 7th grade, MAP Growth scores reflect not only what students know but how prepared they are to tackle more advanced and abstract concepts across subjects. Each report includes several key measurements.  

Key Components of MAP Growth Scores 

Your child's Family Report includes four main measurements: 

  • RIT Score - Shows your child's current instructional level and tracks growth across grades 
  • Percentile Ranks - Compares performance to national averages 
  • Growth Norms - Measures progress compared to students at the same starting level 
  • Projected Proficiency - Predicts readiness for future assessments and advanced coursework 

Want to understand these scores in detail? Learn more about interpreting MAP Growth scores and what each metric means for your child's academic journey. 

Making MAP Growth Scores Work for Your Family 

The Family Report you receive after the 7th Grade MAP Growth test turns data into meaningful next steps. These insights show where your child is thriving and where extra support may be needed. Many families find that reviewing the report together and discussing it with the teacher helps create a focused learning plan that supports steady growth. With the right guidance and targeted practice, MAP Growth scores become more than numbers, they become a roadmap for continued academic progress. 

7th Grade MAP Growth Test Preparation: How Parents Can Help at Home

Supporting your 7th grader MAP Growth preparation does not require expensive tutors or endless drilling. Success comes from weaving learning into your daily routine with these teacher-tested strategies: 

Before Test Day Essentials 

  • Ensure quality sleep: A well-rested brain handles adaptive questions with sharper focus. 
  • Provide a balanced breakfast: Fuel supports attention and stamina during testing. 
  • Limit screen time the night before: Reducing digital distractions helps calm the mind. 
  • Ease test anxiety: Remind your child that the MAP test is untimed and simply measures their learning progress. 

Daily Habits That Boost MAP Growth Scores

For Reading Success 

Discuss what your child reads regularly.

Talk about themes, tone, and the author's message.

Ask questions that deepen comprehension beyond plot summary.

For Math Mastery

Tackle multi-step problems together.

Ask your child to explain how they reached their answer.

Connect math concepts to real-world situations.

For Language Skills 

Encourage weekly journal writing with prompts. 

Review grammar and writing structure naturally through conversation. 

Practice editing and revision skills with everyday writing. 

For Independent Learning

Help set achievable study goals.

Track progress over time using practice materials.

Use free resources like TestPrep-Online for bite-sized, standards-aligned videos.

Preparing Your Child for 7th Grade Success with Our MAP Test Prep Pack

Our MAP Practice Pack for 7th grade helps students build confidence through structured, skill-based practice. It’s designed to make test prep both focused and motivating.

What’s Included:

  • Full-Length Practice Tests: Simulate real MAP testing conditions to build focus and endurance.
  • Step-by-Step Practice Quizzes: Gradually build from core review to advanced application.
  • Language Usage Video Lessons: Learn the material that you will be tested on in the MAP Language Usage section with this series of video lessons.
  • Study & Parent Guides: Explain test structure, key strategies, and how to support effective learning at home.

By practicing with this PrepPack, students can approach test day with confidence, accuracy, and a clear understanding of what to expect. Your child's 7th-grade journey starts strong when you're equipped with the right tools and strategies.

MAP 7th Grade FAQs

Yes. MAP questions are designed to measure skills within the Common Core framework for math, reading, and language usage.

Preparation helps students demonstrate their true ability and reduces anxiety on adaptive assessments like MAP Growth.

Students consistently scoring in the 95th percentile or above may be considered for gifted programs, depending on district policies.

It assesses reasoning, problem-solving, data interpretation, reading comprehension, and language accuracy.

Practice tests, quizzes, detailed guides, and interactive games covering all three test sections.

2–3 weeks of consistent, focused practice is ideal for review and confidence-building.

MAP uses a RIT scale that measures growth independently of grade level, providing a long-term learning trajectory.

Growth trends are more important than single scores. Identify weak areas and focus on gradual skill-building.

Yes. The 7th Grade PrepPack includes overlapping materials to support both levels. 



Ask Ariav

Ariav Schlesinger is a certified teacher with a Master's in Education and a MAP Growth specialist with over a decade of experience developing 7th Grade MAP-aligned questions. His materials include clear explanations that strengthen critical thinking across math, reading, and language usage, build analytical reasoning skills, and help 7th graders gain confidence and perform their best on the MAP Growth test.

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