MAP Test Practice for 8th Grade

MAP Test Practice for 8th Grade


The NWEA MAP Growth Test for 8th Grade provides a clear indication of high-school readiness by assessing students’ progress in core analytical and reasoning skills. I’m Ariav Schlesinger, a MAP Growth specialist offering an academic overview of what the assessment examines at this stage.

This page includes:

  • Free 8th grade MAP questions in Math, Reading, and Language Usage
  • Explanations that clarify the reasoning behind each answer
  • A summary of key skills assessed before high school
  • Score information specific to 8th grade
  • Common MAP Growth questions for upper middle school students

Explore free questions and learn how our preparation resources support a strong transition into high school.

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

Access Full PrepPack

8th Grade NWEA MAP Free Sample Questions

NWEA MAP Math

The 8th Grade NWEA MAP Math section assesses deeper understanding of mathematical reasoning. Students face algebraic expressions, geometric applications, and multi-step word problems that require logic and persistence.

Main Math Areas:

  • Number Sense and Computation
  • Algebraic Concepts and Linear Equations
  • Geometry and Measurement
  • Ratios, Rates, and Proportional Reasoning
  • Statistics and Probability

Question 1: Geometry – Exterior Angles

Map 8Th Grade MAP Q1 Q

What is the value of α?

Wrong

Wrong

Wrong

Correct!

View Explanation

The correct answer is (D).

Let us Break This Down Step by Step

Look at point C on the diagram. The angle labeled 145 degrees is formed by extending one side of triangle ABC, so this 145 degree angle is an exterior angle to triangle ABC.

The exterior angle equals the sum of the two remote interior angles. The two remote interior angles to the 145 degree angle are angle ABC (given as 60 degrees) and angle BAC (which is alpha, the unknown). So write the equation:
60 + alpha = 145.

Subtract 60 from both sides:
alpha = 145 - 60
alpha = 85 degrees.

Answer (A) is incorrect because 65 degrees would make 60 + 65 = 125 degrees, which does not equal the given exterior angle 145 degrees.
Answer (B) is incorrect because 70 degrees would make 60 + 70 = 130 degrees, not 145 degrees.
Answer (C) is incorrect because 75 degrees would make 60 + 75 = 135 degrees, not 145 degrees.
Answer (D) is correct because 60 + 85 = 145, matching the exterior angle.

Alternative Solution
This question can also be solved using the inner angles of the triangle. ∢ACB and ∢BCD are supplementary angles and therefore they add up to 180°. Thus:
∢BCD + ∢ACB = 180° → 145° + ∢ACB = 180° → ∢ACB = 35°
Looking at the triangle ∆ABC you now have two angles whose value you know, and the missing value of α. In a triangle the angles add up to 180°, therefore:
∢BAC + ∢ABC + ∢ACB → α + 60° + 35° = 180° → α = 85°

Question 2: Pre-algebra – Ratio

A school choir has 84 students. The ratio of boys to girls in the choir is 3 : 4. After auditions, 12 new girls join and 6 boys leave.

What is the new ratio of girls to boys? 

Wrong

Wrong

Correct!

Wrong

View Explanation

The correct answer is (C)

Let's Break This Down Step by Step

The choir has 84 students. The ratio of boys to girls is 3 : 4. 
This means there are 3 parts boys and 4 parts girls for a total of 7 parts

Total students divided by total ratio parts: 
84 ÷ 7 = 12 
Each part equals 12 students. 

Boys = 3 parts × 12 = 36 
Girls = 4 parts × 12 = 48 

Twelve new girls join: 
48 + 12 = 60 girls 

Six boys leave: 
36 − 6 = 30 boys 

Girls to boys = 60 : 30
Divide both numbers by 30 to simplify:
60 ÷ 30 = 2
30 ÷ 30 = 1

The simplified ratio is 2 : 1.

Answer (A) is incorrect because 4 : 3 would mean girls are only slightly more than boys. Our numbers show 60 girls and 30 boys, which is a much larger difference.

Answer (B) is incorrect because 5 : 2 is not equivalent to 60 : 30. If simplified correctly, 60 : 30 becomes 2 : 1, not 5 : 2.

Answer (D) is incorrect because 8 : 3 results from combining the ratio parts incorrectly or adding numbers instead of working with actual quantities. It does not match the computed counts.

Question 3: Algebra

Solve for y:

Wrong

Correct!

Wrong

Wrong

View Explanation

The correct answer is B. y = -102.

Let's Break This Down Step by Step

We have 2y/3 +17=−51. Our goal is to isolate y— get y alone on one side. Think of the equation like a balanced scale: whatever you do to one side you must do to the other to keep it balanced.

(Each incorrect choice fails because, when substituted, it does not satisfy the original equation.)

“Remember: solve one inverse operation at a time, keep the equation balanced by doing the same thing to both sides, watch your negative signs, and always check your answer by substituting it back into the original equation.”

Question 4: Algebra – Word Problem Strategy

Inside a baseball cap, there are a total of nine practice baseballs. They are different colors: four are blue, three are white, and two are orange. 

A player randomly selects three baseballs from the cap one at a time without replacement. 

Wrong

Wrong

Correct!

Wrong

View Explanation

The correct answer is (C). 

Let's Break This Down Step by Step 

There are 9 baseballs total: 

  • 4 blue 
  • 5 non-blue (3 white + 2 orange) 

We want the probability that none of the three selected baseballs are blue, meaning all three must come from the 5 non-blue baseballs. 

Because the selections are made without replacement, both the total number of balls and the number of non-blue balls change after each draw. 

Step 2: First draw 

There are 5 non-blue balls out of 9 total, so the chance the first ball is non-blue is 5/9: 

P(non-blue on 1st pick)=5/9

If the first ball was non-blue, there are now 4 non-blue left and 8 total left: 

P(non-blue on 2nd pick)=4/8

After two non-blue are removed:
Non-blue left = 3
Total left = 7

P(non-blue on 3rd pick) 3/7

 

Get Your 8th Grade Praparation Pack

NWEA MAP Reading

The 8th Grade NWEA MAP Reading section challenges students to analyze structure, tone, and argument within both fiction and nonfiction texts. It measures how well students interpret text, identify figurative language, and draw evidence-based conclusions.

Reading Types:

  • Literary Texts (fiction, poetry, drama)
  • Informational Texts (articles, essays, scientific passages)
  • Vocabulary in Context (prefixes, roots, and idioms)

Question 5: Reading – Literary Devices

Read the paragraph. Then answer the question.

Understanding the scale of the universe is a challenge even for experienced scientists. The distances involved are so vast, and the structures so intricate, that they stretch the limits of human imagination. To help viewers visualize this staggering range, the classic short film Powers of Ten begins with a serene human moment: a couple resting on a blanket in a quiet park. The camera then steadily zooms outward, each ten-second interval expanding the view by a power of ten. What begins as a simple picnic soon becomes a glimpse of the Earth, then the Solar System, then the sprawling structure of the Milky Way, and finally the faint edge of the observable universe.

The film then reverses direction, plunging inward past the couple’s hand, past the ridges of skin, and deep into the microscopic world of cells, proteins, and atoms. By juxtaposing the infinite with the infinitesimal, the video attempts to show how small human beings are in one sense and how profoundly complex we are in another. For many viewers, trying to grasp these extremes feels like trying to hold the ocean in a teacup; an impossible task, yet one that expands their sense of wonder.

Which sentence from the passage uses figurative language to convey an abstract idea rather than literal information?

Wrong

Correct!

Wrong

Wrong

View Explanation

The correct answer is (B).

Let's Break This Down Step by Step

The question asks you to find a sentence that uses figurative language to express an abstract idea.

  • Figurative language means the author is not speaking literally.
  • It includes tools like metaphors, similes, and personification.
  • An abstract idea is something you can’t see or touch, like understanding, amazement, or confusion.

So, you are looking for a sentence that compares or describes something in a non-literal way to help explain a difficult idea.

Before choosing an answer, identify the kinds of clues authors use when writing figuratively. Figurative language often includes:

  • Comparisons (e.g., one thing described in terms of something else)
  • Images that cannot literally happen
  • Language that exaggerates to express an idea
  • Phrases that help you visualize an abstract concept

When scanning the choices, ask yourself:
Does this sentence describe something real, or does it use imagination to help explain something difficult?

Answers (A) and (C) are incorrect because neither sentence uses figurative language or conveys an abstract idea. Each one describes what the film literally shows; the camera zooming outward in (A) and inward toward microscopic structures in (C). These sentences present factual information about the video’s progression without making an imaginative comparison or creating a non-literal image. They also do not relate to the deeper abstract idea in the passage: the challenge of understanding the extreme scales of the universe. 

Answer (B) is correct because it uses figurative language to explain an abstract idea. The sentence compares trying to understand the extremes of size to “trying to hold the ocean in a teacup,” an imaginative comparison that cannot literally happen. This simile illustrates how nearly impossible it is to fully grasp the vast and microscopic scales described in the passage, directly addressing what the question is asking about figurative language and abstract concepts. 

Answer (D) is incorrect for two reasons. First, the sentence does not use figurative language. The phrase “stretch the limits” is simply an emphatic expression meaning “to push someone’s understanding.” It does not compare two unlike things or create an imaginative image, so it does not function as a metaphor or simile. 

Second, even though the sentence mentions an abstract idea, it does not connect to the specific abstract idea in the passage; the challenge of comprehending the enormous and tiny scales shown in Powers of Ten. Instead, it speaks more generally about difficulty, without illustrating the extreme contrast between the universe and the microscopic world.  

Question 5: Reading – Literary Devices

Read the passage.

Fleas are tiny, wingless insects known for their ability to survive as external parasites on warm-blooded animals. Their bodies are flattened to move easily through fur or feathers, and their strong claws allow them to remain attached even when an animal scratches or shakes. Although a flea is only a few millimeters in length, its physical abilities far exceed what its size would suggest.

What makes fleas particularly fascinating is how extreme their abilities become when placed in a human-centered frame of reference. A flea can go more than one hundred days without eating, a duration that would be fatal to any large mammal. A female flea consumes nearly fifteen times her own body weight in blood each day—a biological achievement that, when translated into human terms, becomes almost absurd to imagine. Most astonishing of all is the flea’s jumping ability: it can leap approximately two hundred times its own height. When scaled to human proportions, such a jump would launch a person high enough to clear a skyscraper.

Which technique does the author use most effectively to help readers understand the extreme nature of fleas’ abilities?

Wrong

Wrong

Correct!

Wrong

View Explanation

The correct answer is (C).

Let's Break This Down Step by Step

The question is asking which author’s technique is used most effectively to help the reader understand how extreme the flea’s abilities truly are. 

This means we’re looking for a technique that: 

  • goes beyond simple facts 
  • helps readers grasp the scale, not just the details 
  • makes something small or unfamiliar easier to imagine 
  • clarifies a concept that is otherwise difficult to understand because of its size or biological complexity 

As you read the passage, pay attention to what the author repeats. Each ability of the flea is immediately translated into a human-scale comparison.

  • The author explains that a flea can survive more than one hundred days without food and contrasts this with how quickly a large mammal would fail under similar conditions.
  • The fact that a female flea eats fifteen times her body weight is then compared to a human consuming an impossible amount of food in one day.
  • Finally, the flea’s ability to jump two hundred times its height is scaled to a human leaping high enough to clear a skyscraper.

These are not isolated facts. Together, they form a pattern of large-scale numerical and conceptual comparisons that allow readers to understand abilities that would otherwise be too extreme to visualize. This repeated technique indicates that comparison is the author’s primary method for conveying the extraordinary nature of fleas’ abilities.

Now that we know the author repeatedly uses comparisons between flea abilities and human abilities, we need to see which answer choice describes that strategy. 

Let’s review each one: 

Answer (A) is incorrect because the passage does not use technical or scientific jargon. It uses simple, accessible language.

Answer (B) is incorrect. While the passage does include facts, those facts alone are not what make the flea’s abilities seem extreme. The passage becomes powerful when those facts are compared to humans.

Answer (C) is correct because the author consistently uses numerical, human-based comparisons to show the scale of each flea ability. Comparing a flea’s diet, endurance, and jumping ability to human equivalents makes these extremes easy to visualize and understand. This is the technique that most effectively helps readers grasp the extraordinary nature of the flea.

Answer (D) is incorrect because vivid adjectives play only a minor role. Words like “astonishing” add tone, but they do not explain the abilities. They are not the primary technique used.

Question 7: Reading – Word Meaning

Read the following two sentences and determine the definition of the underlined word in both.

1. The politician was able to cajole many voters into supporting the bill with promises of tax reductions when meeting them in his election conference.

2. Despite her initial reluctance, she was cajoled into attending the event after hearing about the guest speakers from her friend in a social gathering.

What is the correct definition of the underlined word? 

Wrong

Correct!

Wrong

Wrong

View Explanation

The correct answer is (B).

Let's Break This Down Step by Step

Look at what the speaker or actor is doing and how people respond.

Sentence 1: A politician uses promises at an election conference to get voters to support a bill. That suggests repeated flattering or coaxing to win support.

Sentence 2: Someone is initially reluctant but then persuaded by a friend telling her about guest speakers at a social gathering. That shows gentle, repeated persuasion until she agrees.

Words and phrases like "promises," "when meeting them," "initial reluctance," and "after hearing" indicate personal interaction, gentle urging, and persuasion over time rather than force or secret manipulation.

Answer (B) is correct. The word "cajole” implies a softer, more persuasive method of getting someone to do something, rather than using force or direct orders. It involves convincing someone to do something they may not be inclined to do at first, often through promises, flattery, or gentle urging. Based on the context provided in both sentences, the correct definition of "cajole" is to persuade someone to do something by sustained coaxing or flattery in different contexts (political persuasion and personal decision-making), reinforcing the definition of persuading someone through gentle urging or flattery.

Answer (A) is incorrect. The word "compel" in this option suggests a stronger, more forceful influence than "cajole," which is more about persuasion through gentler means.

Answer (C) is incorrect. While it captures the notion of influencing or persuading outcomes, it fundamentally misrepresents the method by which "cajole" operates. "Cajole" specifically implies an active, direct form of persuasion through coaxing or flattery, engaging with the target of persuasion in a personal and communicative manner. However, this option specifically mentions: "without direct interaction." That diverges from the initial quality of cajoling.

Answer (D) is incorrect because it describes a process of negotiation that involves making deals or compromises, which is different from "cajole." "Cajole" means to persuade someone gently or by flattery to do something, without the need for any give-and-take that you would find in negotiations. The given sentences present persuasion through promises or appealing information, not through negotiating compromises.

Question 8: Reading –Poetry Analysis

Read the following poem by Emily Dickinson and answer the relevant question on the right:

I'm nobody! Who are you?
Are you nobody, too?
Then there's a pair of us — don't tell!
They'd banish us, you know.

How dreary to be somebody!
How public, like a frog
To tell your name the livelong day
To an admiring bog!

 

Which of the following is true about the form and structure of the poem?

Wrong

Correct!

Wrong

Wrong

Wrong

Wrong

View Explanation

The correct answer is (B).

Let's Break This Down Step by Step

Look at how the poem is arranged on the page. It has eight lines, and they are grouped into two chunks of four lines each, which we call stanzas. Knowing this helps us understand how the poem is built, but it doesn’t tell us yet about rhythm or rhyme.

Look at the last words in each line. 

  • In the first stanza: you / too / tell / know 

“you” and “too” rhyme, but the other two don’t rhyme with them. 

  • In the second stanza: somebody / frog / name / bog  

“frog” and “bog” rhyme, but the other two don’t rhyme with them. 

So, the poem does have some rhyming words, but it does not follow one single rhyme pattern all the way through. 

Meter is the pattern of beats you hear when you read a poem out loud. Emily Dickinson often uses a rhythm where a longer line is followed by a shorter line, and this pattern keeps repeating. 

If you read this poem out loud, you’ll notice that: 

Line 1 is longer, 

Line 2 is shorter, 

Line 3 is longer, 

Line 4 is shorter, 

…and this continues in the second. That alternating pattern repeats across both quatrains, so the poem maintains a consistent metrical pattern.  

Answer (A) is incorrect because the poem does not keep one single rhyme pattern from line to line. There are rhymes inside each stanza (you/too and frog/bog), but the poem does not maintain one consistent rhyme scheme for every line.

Answer (B) is correct because the poem follows a steady rhythm from beginning to end. Even though a few lines sound a little different, most of the poem keeps the same basic beat, with longer lines followed by shorter ones in a repeating pattern. Emily Dickinson often wrote this way, using a rhythm that feels smooth and song-like. Because the poem keeps this pattern throughout both stanzas, we can say it has a consistent meter, even if every single line isn’t perfectly identical.

Answer (C) is incorrect because not every line has the same number of beats. The poem clearly switches between longer and shorter lines.

Answer (D) is incorrect because a limerick is a five-line humorous verse with a very specific meter and rhyme pattern (AABBA). This poem has eight lines and a different rhythm and tone, so it is not a limerick.

Answer (E) is incorrect because the poem consists of two stanzas, each of four lines, not four separate stanzas.

Answer (F) is incorrect because free verse lacks a regular meter or rhyme pattern. This poem displays a regular metrical pattern (the alternating long/short lines typical of common meter), so it is not free verse.

Get Your 8th Grade Praparation Pack

Language Usage

The 8th Grade NWEA MAP Language Usage section measures students’ command of grammar, sentence structure, and clarity in writing. At this level, students edit for tone, precision, and logical flow.

Main Language Areas:

  • Mechanics (capitalization, punctuation, spelling)
  • Parts of Speech
  • Usage and Sentence Clarity
  • Writing Process and Development

Question 9: Language Usage – Sentence Function

A growing body of researchers argue that exploring the deep ocean is just as important as studying outer space. The ocean floor contains minerals, ecosystems, and species that may help solve medical and environmental problems. However, deep-sea exploration is expensive and requires advanced technology that is not widely available. Even so, interest in the deep ocean continues to grow as researchers learn more about its potential value.

What is the function of the final sentence in the passage?

Wrong

Wrong

Wrong

Correct!

View Explanation

The correct answer is (D).

Let's Break This Down Step by Step

Go sentence by sentence:

  • The first sentence makes a claim: deep ocean exploration is just as important as space exploration.
  • The second sentence gives reasons and examples to support the claim (why the deep ocean is important).
  • The third sentence introduces a problem or difficulty: it’s hard and costly to explore the deep ocean.
  • The fourth (final) sentence shows that despite the difficulties, interest is still increasing.

The final sentence starts with “Even so,” which is a signal word that shows contrast.

  • The sentence reminds us that exploration is difficult and expensive (from the third sentence),
  • But it tells us that interest is still growing anyway.

So, the function of the last sentence is to set up a contrast between:

  • the problems with deep-sea exploration (it’s hard, expensive, and needs special technology), and
  • the increasing interest in the deep ocean.

Answer (A) is incorrect because the final sentence does not repeat the idea that the deep ocean contains valuable resources. That information appears earlier in the paragraph when the author describes minerals, ecosystems, and species on the ocean floor. The last sentence focuses instead on how interest in the deep ocean is increasing, which is about people’s attention, not about listing or reinforcing specific resources.

Answer (B) is incorrect because the final sentence does not challenge or disagree with the claim made in the first sentence. The first sentence says that deep-ocean exploration is just as important as studying space. The final sentence supports the idea of importance by saying that interest continues to grow. Since the final sentence does not oppose the first, it cannot be considered evidence that challenges the original claim.

Answer (C) is incorrect because it says the final sentence explains why deep-sea exploration has become less common, but the passage never mentions exploration decreasing. Instead, the final sentence states that interest in the deep ocean is actually increasing. This directly contradicts the idea that exploration has become less common, so this answer choice does not fit what the sentence is doing.

Answer (D) is correct because the final sentence contrasts the challenges mentioned earlier, such as the high cost and need for advanced technology, with the growing interest in the deep ocean. The phrase “Even so” signals this contrast clearly. Despite the difficulties described in the previous sentence, the interest continues to rise, making this the best description of the final sentence’s function.

Question 10: Language Usage- Sentence Clarity and Precision

Because the committee wanted community members to share their opinions in as many ways as possible, they allowed an online form, individual interviews, and a suggestion box, which made the results more confusing than expected.

Which revision best improves clarity and removes ambiguity?

Wrong

Correct!

Wrong

Wrong

View Explanation

The correct answer is B.

Let's Break This Down Step by Step

  1. The pronoun “they” is ambiguous and could refer to more than one group.

Before the pronoun appears, the sentence mentions two groups: 

  • the committee (a collective noun—singular form but representing a group) 
  • community members (plural) 

Then the sentence uses the plural pronoun “they.” 

Because “they” is plural, a reader could reasonably interpret it in several ways: 

  • as referring only to community members 
  • as referring to both groups together 
  • as referring to the committee, if the reader assumes “committee” is being treated as plural 

This means the pronoun has more than one possible referent, creating uncertainty about who performed the action. Clear writing should never make the reader guess the subject, so the sentence needs a revision that names the committee directly instead of using an unclear pronoun. 

 

  1. The cause-and-effect relationship isnotclearly organized. 

The sentence is attempting to express two linked ideas: 

  • The committee offered several ways for people to give feedback. 
  • Having multiple methods made the results more confusing. 

However, these ideas are placed together in one long, tightly packed sentence. This makes the connection difficult to follow for two reasons: 

  • Too many actions appear in a single clause, which forces the reader to untangle several ideas at once. 
  • The phrase “which made the results more confusing than expected” appears immediately after the list of feedback methods. 
    Because of this placement, the phrase can be interpreted in more than one way: 
  • It might seem as if the suggestion box alone caused the confusion. 
  • It might seem as if all the methods together caused the confusion. 

This unclear attachment makes the meaning harder to follow. 
A stronger revision should make it clear that the combination of methods as a whole led to confusing results, not just one part of the list. 

Answer (A) is incorrect because the phrase “which ultimately produced data that was difficult to interpret” still attaches grammatically to the closest noun (“suggestion box”), not to all three methods collectively. This recreates the same ambiguity as the original sentence. In addition, the cause-and-effect relationship remains unclear because the sentence is more wordy than necessary and does not present the result as directly as it should.

Answer (B) is correct because it clearly and concisely shows the cause-and-effect relationship while keeping a formal tone. The subject, “the committee,” is immediately clear, and the phrase “in an effort to gather community opinions through varied channels” explains their purpose. The second part, “these methods collectively generated results that were unexpectedly complicated to analyze,” clearly shows that using many methods led to complicated results. The sentence is well organized, precise, and free of pronoun ambiguity, which makes it the strongest revision.

Answer (C) is incorrect because the transition word “although” suggests a contrast rather than a direct result, which weakens the sentence’s intended cause-and-effect relationship. The structure makes it seem as if the confusing findings happened independently of the committee’s decision, instead of being a consequence of it. In addition, the phrase “findings that were more complicated than projected” is broad and does not specify what became complicated or how, leaving the meaning too general. These issues prevent the sentence from presenting the information in a clear and logically connected way.

Answer (D) is incorrect because it does not clearly show how the committee’s use of multiple feedback methods led to the confusing results. The sentence states that the information “proved challenging to evaluate,” but it does not explain what specifically caused the difficulty or how the different methods contributed to it. This lack of a clear connection between the committee’s actions and the outcome leaves the sentence too general to convey the intended relationship.

Question 11: Language Usage- Sentence Combining and Clarity

Read the draft of Elias’s notes:

The Hubble Space Telescope was launched in 1990. It has been instrumental in numerous major astronomical discoveries. The telescope orbits Earth at approximately 340 miles above the surface.

Elias wants to combine these statements into one grammatically precise and coherent sentence. Which sentence best combines Elias’s notes?

Wrong

Wrong

Correct!

Wrong

View Explanation

The correct answer is (C).

Let's Break This Down Step by Step

Elias’s three notes say:

  • The Hubble Space Telescope was launched in 1990.
  • It has been instrumental in numerous major astronomical discoveries.
  • The telescope orbits Earth at approximately 340 miles above the surface.

Any good combined sentence must:

  • Include all three ideas
  • Be grammatically correct
  • Be clear and logical (no confusion about what happened when or what is being described)

Answer (A) is incorrect because it places two major facts: the launch date and the telescope’s scientific importance into introductory participial phrases. A participial phrase is a descriptive opening that gives extra information, but it does not carry the main action of the sentence. When important ideas are put into these phrases, they sound less important than they really are. In this sentence, the only main action left is that the telescope “orbits Earth,” which makes the other facts feel secondary. This structure does not present all three ideas clearly or with equal weight.

Answer (B) is incorrect because the opening phrase, “Orbiting Earth at 340 miles above the surface,” creates an awkward shift between the telescope’s present activity and the past event of its launch, making the timeline feel unclear. In addition, the comma before the coordinating conjunction “and” separates the final idea into an independent clause, causing the sentence to feel choppy and less efficient. Good sentence combining aims to present related information in a smooth, integrated structure, but this version divides the ideas across multiple clauses in a way that weakens the flow and coherence of the combined statement.

Answer (C) is correct because it organizes all three ideas clearly, accurately, and in a smooth, logical order. The appositive phrase, “a device instrumental in numerous major astronomical discoveries,” precisely describes the telescope without interrupting the sentence flow. The two remaining fact; its launch in 1990 and its orbit around Earth are presented in a straightforward sequence that is easy for the reader to follow. This sentence maintains accuracy, clarity, and strong grammatical structure, making it the best combination of Elias’s notes.

Answer (D) is incorrect because it contains a misplaced modifier, which occurs when a descriptive phrase is positioned next to the wrong part of the sentence, creating an inaccurate or illogical meaning. In this sentence, the phrase “at 340 miles above the surface” is placed immediately after “was launched in 1990,” which makes it sound as though the telescope was launched at that altitude. However, Elias’s notes state that the telescope orbits at approximately 340 miles above Earth, not that it was launched there. Because the modifier is attached to the wrong action, the sentence misrepresents the information.

Question 12: Language Usage – Sentence Structure and Grammar

Select the sentence that uses correct pronoun-antecedent agreement and maintains grammatical parallelism.

Wrong

Wrong

Correct!

Wrong

View Explanation

The correct answer is C.

Let's Break This Down Step by Step

Pronoun-antecedent agreement means that pronouns must match their antecedents in number. "Every student" and "each student" are both singular, so they require singular pronouns like "his or her" rather than the plural "their."

Grammatical parallelism requires that paired elements in a sentence follow the same grammatical structure. In this case, after "must submit" we need another verb that follows the same pattern.

Answer (A) is incorrect because it uses the plural pronoun “their” to refer to the singular antecedent “Every student,” which breaks pronoun–antecedent agreement in formal grammar. In addition, the phrase “be sure they proofread” does not maintain parallelism with “must submit.” The first verb phrase is a direct base-form verb (“submit”), while the second shifts into a different construction (“be sure they proofread”), creating a mismatch in grammatical structure.

Answer (B) is incorrect because it contains multiple grammatical problems. First, it uses the plural pronoun “their” to refer to the singular antecedent “Each student,” breaking pronoun–antecedent agreement. In addition, it includes the incorrect verb form “they proofreads,” where the plural subject they cannot take the singular verb proofreads. This error interrupts both subject–verb agreement and the sentence’s parallel structure.

Answer (C) is correct because it uses the singular pronoun “his or her” to match the singular antecedent “Every student,” maintaining proper pronoun–antecedent agreement. The verbs “submit” and “ensure” follow a parallel structure, both appearing in their base form after the modal verb “must.” The clause “that it is proofread carefully” clearly and correctly refers back to the project proposal. Altogether, this sentence satisfies both grammatical requirements stated in the question.

Answer (D) is incorrect because it contains a redundant and illogical phrase: “his or her student’s project proposal.” The antecedent is “Each student,” so referring to “his or her student’s project proposal” implies that each student is submitting a project belonging to another student. This creates a meaning error and breaks clarity. Even though the pronoun choice and parallel verbs are grammatically correct, the sentence is not logically or stylistically acceptable due to the incorrect noun phrase.

 

Takeaway: When singular words like "each" or "every" are used, match them with singular pronouns, and ke

Get Your 8th Grade Praparation Pack

Understanding Your 8th Grader’s 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 state exams and readiness for high school coursework
  • Understanding RIT growth helps families and teachers set realistic goals and track learning progress as your child prepares for the transition to high school.

Do you want to understand these scores in detail? Learn more about interpreting MAP Growth scores and what each metric means for high school readiness.

Start Practicing Now!

How Can Parents Help at Home?

8th Grade MAP Growth Test Preparation: Setting Your Child Up for High School

The 8th Grade MAP Growth Test is more than an assessment. It is a predictor of high school success. Strong scores demonstrate readiness for honors classes, AP coursework, and the academic rigor that defines high school achievement.

Analyze Together 

  • Review sample math and reading questions as a team 
  • Discuss how your child reached their answers 
  • Identify problem-solving strategies that work 

Encourage Deeper Reading 

  • Talk about symbolism, tone, and author's purpose 
  • Move beyond plot summary to analytical thinking 
  • Practice the critical reading skills required in high school 

Promote Problem-Solving 

  • Let your child explain multi-step math approaches 
  • Work through algebra concepts together 
  • Build the logical reasoning needed for high school math 

Balance Confidence and Challenge 

  • Celebrate effort and improvement, not just scores 
  • Frame mistakes as learning opportunities 
  • Build resilience for high school's increased demands 

Preparing Your Child for 8th Grade Success with Our MAP Test Prep Pack

We created the 8th Grade MAP Growth Preparation Pack specifically to prepare students for high school success. This comprehensive resource strengthens the core skills needed for honors courses, advanced math, and college-prep English.

What’s Included:

  • Full-Length Practice Tests: Simulate the adaptive MAP test to build focus and endurance.
  • Step-by-Step Quizzes: Focused drills in algebra, reading comprehension, and grammar.
  • Video Lessons: Short lessons breaking down tricky topics and question types.
  • Study & Parent Guides: Practical tips for tracking growth and motivating consistent study habits.

The transition from middle school to high school is critical. Strong 8th Grade MAP Growth scores open doors to honors classes, advanced placement opportunities, and long-term academic success. Our MAP Growth Preparation Pack ensures your child enters high school ready to excel.

Free MAP 8th Grade PDF Test Practice

Download here:

MAP Test Practice 8th Grade PDF

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 8th Grade MAP-aligned questions. His materials include clear explanations that strengthen advanced reasoning across math, reading, and language usage, build problem-solving and analytical skills, and help 8th graders gain confidence and perform their best on the MAP Growth test.

FAQs About the MAP Test Prep for 8th Grade

Yes. It measures skills directly connected to Common Core benchmarks in math, reading, and writing.

Preparation reduces anxiety and allows students to demonstrate their true capabilities.

Students scoring in the 95th percentile or above may be flagged for gifted program consideration.

Each section includes around 40–43 adaptive questions that adjust to ability level. 

Each section takes about an hour, but the test is untimed so students can work at their own pace.

Practice tests, topic quizzes, video lessons, and detailed explanations across all sections.

Starting 3–4 weeks before the test allows for gradual skill-building and review.

Most students score between 225–235 in math and reading; growth over time is what matters most.

Yes. MAP Growth reports let you see consistent learning gains between fall, winter, and spring tests.



All MAP Practice Packs

Money back guarantee

Close
TestPrep-Online TestPrep-Online

Since 1992, TestPrep-Online has helped individuals prepare for all kinds of tests. From entrance exams into gifted programs, to assessment tests, and graduate assessment and placement tests, TestPrep-Online can help you prepare and pass.

JobTestPrep JobTestPrep
Company Company
Help Help
Partnerships Partnerships
Copyright © 2025 TestPrep-Online. All Rights Reserved.