The MAP Growth test for Kindergarten and 1st grade is your child’s first step into the world of adaptive learning. It’s not a pass-or-fail exam, it’s a smart, personalized assessment that reveals what your child knows and what they’re ready to learn next.
I’m Ariav Schlesinger, TestPrep-Online’s MAP Growth specialist. As an educator who has spent years creating MAP-style practice materials for early learners, I understand how crucial these first testing experiences are. When preparation feels fun, familiar, and stress-free, children perform with confidence, and teachers get more accurate insights into real learning progress.
If your child will be taking the MAP Growth K-2 test, this page is the perfect starting point. You’ll find:
Click below to access free Kindergarten MAP Growth sample questions and learn how our teacher-created PrepPack can help your child build a strong foundation.
Sample Math Questions | Sample Reading Questions | Scores Explained | How to Prep | Our PrepPack | FAQs
Why the MAP Growth Test Matters in Kindergarten and 1st Grade
If your child is in kindergarten or 1st Grade they will be taking the MAP Growth K–2 Test. This test focuses on early reading and math skills, which are the building blocks of lifelong learning. Each question is read aloud, allowing your child to focus on understanding rather than decoding text. This gives teachers and parents a clear picture of what your child knows and what they’re ready to learn next.
MAP Growth K-1st grade math questions are designed to measure early numeracy, the foundation of all future math learning. Your child will explore:
Jane had 6 flowers in her garden. She planted 3 more flowers. How many flowers does Jane have in her garden now? You can use the pictures to help you solve the problem:
Wrong
Wrong
Wrong
Wrong
Correct!
The correct answer is E. 9.
Let’s Break This Down Step by Step
Start with what Jane already has. She has 6 flowers in her garden.
Jane plants 3 more flowers. When we add more to a group, we are performing addition.
We can use the equation 6 + 3 = ? to find the total.
If your child is still learning to add, they can count using objects, fingers, or pictures.
Count forward from 6 three more times:
6… 7 (one more), 8 (two more), 9 (three more).
So, 6 + 3 = 9.
Jane now has 9 flowers in total.
Answer (E) is correct because 6 flowers plus 3 more equals 9 flowers.
Why the Other Options Are Incorrect
Answer (A) 3 is incorrect because this is the number of flowers Jane added, not the total number she has now.
Answer (B) 6 is incorrect because this is how many flowers Jane started with, before planting more.
Answer (C) 7 is incorrect because adding 1 more to 6 makes 7, but Jane added 3 more, not 1.
Answer (D) 8 is incorrect because that would be 6 + 2, not 6 + 3.
Encourage your child to visualize or draw the flowers to make the concept concrete. Addition at this age is about understanding what “more” means through fun, visual practice.
What is the name of the following shape?
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Wrong
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Correct!
The correct answer is D.cylinder
Let’s Break This Down Step by Step
Look closely at the shape. Notice it has two flat, round ends and one curved side that wraps all the way around.
Shapes with flat circular ends and one curved surface are called cylinders. Common examples are a can of soup or a paper towel roll.
When identifying 3D shapes, it helps to think about how they look and how they feel.
A cylinder can roll because of its curved side, but it can also stand upright because of its flat circular bases.
Answer (D) is correct because the shape shown has two flat circular ends and one curved surface, just like a cylinder.
Why the Other Options Are Incorrect
Answer (A) Cube is incorrect because a cube has six equal square faces and flat sides, not round ones.
Answer (B) Pyramid is incorrect because a pyramid has triangle-shaped sides that meet at a single point on top.
Answer (C) Cone is incorrect because a cone has one flat circular base and comes to a point on the other end.
Encourage your child to explore real-life objects—like cans, boxes, and balls—to help them connect geometry to everyday items. This builds strong spatial reasoning in a natural, hands-on way.
A teacher asked the students in her class what their favorite food was.
Their answers are shown in the following bar graph:
What is the food that was chosen by the fewest students?
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Correct!
Wrong
Wrong
The correct answer is (C)
Let’s Break This Down Step by Step
A bar graph shows information using bars of different lengths. The height of each bar represents how many students chose each food.
In this graph, the bar labeled “Hamburger” is the shortest, meaning the fewest students picked hamburger as their favorite food.
Encourage your child to describe what they see. Saying “The pizza bar is taller than the hamburger bar” helps them compare quantities using math vocabulary.
Answer (C) is correct because “Hamburger” has the shortest bar, showing the smallest number of votes.
Look at the following exercise that is missing a number:
5 + ___ = 12
What is the missing number?
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Wrong
Wrong
Correct!
Wrong
The correct answer is (D)
Let’s Break This Down Step by Step
We know 5 + ___ = 12. We are looking for the missing number that completes the addition fact.
To find the missing number, we can use subtraction. In every addition problem, if we know the total (12) and one of the parts (5), we can subtract to find the missing part.
So, 12 − 5 = ?
Subtract 5 from 12.
Start at 12 and count back 5: 11, 10, 9, 8, 7.
You land on 7
Check your answer by adding: 5 + 7 = 12. It works!
Answer (D) is correct because 7 is the missing number that completes 5 + 7 = 12.
Look at the following number sequence:
10, 12, 14, 16, 18, ___
What is the next number in the sequence?
Wrong
Correct!
Wrong
Wrong
The correct answer is (B)
Let’s Break This Down Step by Step
Look carefully at the pattern: 10, 12, 14, 16, 18.
Ask: “What is happening from one number to the next?”
Each number is 2 more than the one before it.
10 → 12 (+2), 12 → 14 (+2), 14 → 16 (+2), 16 → 18 (+2).
Use the same rule to find the next number:
18 + 2 = 20.
So, the next number in the pattern is 20.
Answer (B) is correct because the sequence increases by 2 each time, and 18 + 2 = 20.
Why the Other Options Are Incorrect
Answer (A) 19 is incorrect because it increases by 1, not by 2.
Answer (C) 21 is incorrect because it adds 3, breaking the +2 pattern.
Answer (D) 22 is incorrect because it adds 4, which doesn’t fit the rule.
Encourage your child to describe the pattern aloud. This helps them connect number sense to logical thinking and prepares them for early algebraic reasoning.
In Kindergarten, the MAP Growth reading section (called Early Literacy) focuses on the building blocks of reading readiness. Your child will practice:
Read the following sentence:
What is the name of your teacher
What sign should come at the end of the sentence?
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Correct!
The correct answer is D (?).
Let’s Break This Down Step by Step
Read the sentence aloud: “What is the name of your teacher?”
Notice that it asks a question. The word “what” at the beginning tells us the speaker is seeking information.
In English, sentences that ask something end with a question mark. The question mark shows that the sentence is looking for an answer.
Let’s test it with examples your child can relate to:
“Where is my backpack?” — this needs a question mark.
“My backpack is red.” — this ends with a period because it tells, not asks.
Since this sentence starts with the question word “what,” it needs a question mark at the end.
Answer (D) is correct because a question mark (?) is used to end a question.
Why the Other Options Are Incorrect
Answer (A) ! is incorrect because an exclamation mark shows strong feeling or excitement, such as “Wow!” or “That’s amazing!”
Answer (B) . is incorrect because a period ends a sentence that makes a statement, not a question.
Answer (C) , is incorrect because a comma separates parts of a sentence but never appears at the end.
Encourage your child to listen to how their voice rises when asking a question—it’s a natural clue that a question mark should go at the end.
In which answer are the two words synonyms?
Correct!
Wrong
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The correct answer is Afraid, Sacred.
Let’s Break This Down Step by Step
Explain that synonyms are pairs of words that have similar meanings.
For example: “big” and “large” are synonyms, while “hot” and “cold” are not.
Look at the pair afraid, scared.
If someone says, “I am afraid of spiders,” or “I am scared of spiders,” both sentences mean the same thing. So, these two words are synonyms.
To check understanding, try replacing one word with the other in a sentence.
“I felt afraid during the storm” becomes “I felt scared during the storm.” The meaning stays the same.
Answer (A) is correct because “afraid” and “scared” have the same meaning.
Why the Other Options Are Incorrect
Answer (B) Angry, Sad is incorrect because feeling angry means upset or mad, while feeling sad means unhappy. They describe different emotions.
Answer (C) Short, Long is incorrect because these are opposites, called antonyms, not synonyms.
Answer (D) Food, Drink is incorrect because while both are things we consume, they are not the same, food is eaten, and drink is something you sip.
When reading with your child, pause on new words and talk about what other words mean the same thing. This strengthens vocabulary connections and boosts reading comprehension.
What is the plural form of the word mouse?
Wrong
Wrong
Correct!
Wrong
The correct answer is (C)
Let’s Break This Down Step by Step
Explain that most English nouns form plurals by adding s or es (cat → cats, box → boxes).
Show that some common nouns are irregular and change vowels or letters instead of adding s (man → men, child → children).
Point out the word mouse. Ask your child to say one mouse, then imagine more than one. What do we call two or more?
Explain the correct irregular change for mouse is mice. Practice by saying sentences: “I see one mouse.” and “I see two mice.” The meaning stays clear.
Answer (C) is correct.
Why the Other Options Are Incorrect
Answer (A) Mouses is incorrect because mouse does not form its plural by simply adding s; that would be a regular plural and is not the standard form.
Answer (B) Mousess is incorrect because it duplicates the plural ending and is not an English plural pattern.
Answer (D) Mouse is incorrect because that is the singular form; the question asks for the plural.
Read the following sentence:
George is the tallest boy in his class.
What is the meaning of the word “tallest”?
Wrong
Correct!
Wrong
Wrong
The correct answer is (B)
Let’s Break This Down Step by Step
Teach that adjectives can compare: tall describes one person’s height
Explain that -er compares two (taller) and -est shows the highest degree among many (tallest).
In the sentence, “the tallest boy in his class” means George is taller than every other boy in the class.
Reinforce with examples: small, smaller, smallest; fast, faster, fastest. Have your child pick who is the tallest in a group to make it concrete.
Answer (B) is correct.
Why the Other Options Are Incorrect
Answer (A) The least tall is incorrect because it describes the opposite idea; tallest means the most tall, not the least.
Answer (C) Not tall is incorrect because tallest indicates the maximum height, not a lack of height.
Answer (D) At the same height as the
Look at the following text:
What type of text is this?
Wrong
Wrong
Wrong
Correct!
The correct answer is (D)
Let’s Break This Down Step by Step
Show that a list is a set of words or items written one per line for easy reading, often used for names, items, or steps.
Read the example: each name appears on its own line with no sentences or story events. That typical layout signals a list.
Compare quickly: a story has sentences and events; a letter is a message to someone; a poem usually uses rhythm or lines that create images or feeling.
Practice at home: have your child make grocery lists or lists of classroom supplies to see how lists look and feel.
Answer (D) is correct.
Why the Other Options Are Incorrect
Answer (A) Story is incorrect because a story contains sentences that describe events or characters, not single-line names.
Answer (B) Letter is incorrect because a letter is written to someone and composed of sentences with a greeting and closing.
Answer (C) Poem is incorrect because poems usually use expressive language, lines, or rhyme and not a plain list of names.
MAP Growth uses the RIT scale (Rasch Unit) to measure your child’s progress.
This score shows your child’s learning level and not a grade or pass/fail result.
Typical Kindergarten RIT scores range from 140–170, depending on the testing season (fall, winter, or spring).
Your child’s MAP report includes:
RIT score: their current learning level
Percentile rank: how they compare to national peers
Lexile range: helps you pick books at just the right reading level
These scores help teachers tailor instruction and help parents celebrate growth over time.
At this age, familiarity and confidence matter more than memorization. Short, positive sessions work best.
Here’s how to get started:
Our Kindergarten and 1st Grade MAP Growth PrepPack includes fun, interactive practice that mirrors the real test format which is perfect for helping your child walk into test day feeling confident and ready.
Our teacher-designed PrepPack includes everything you need to make practice both fun and effective:
All materials are created by certified teachers and aligned with NWEA’s official test framework.
It’s designed for early learners, using images, audio prompts, and interactive questions instead of text-heavy formats.
Preparation helps children feel familiar with the test format and reduces anxiety, leading to more accurate results and greater confidence.
Foundational skills in reading (phonics, sound recognition, vocabulary) and math (counting, number sense, early problem-solving).
MAP-style practice questions and teaching tips that match the skills tested.
Short daily sessions (10–15 minutes) are best. Pair the questions with hands-on activities or books to reinforce learning.
About 2–3 weeks before testing is ideal. Early familiarity builds comfort and focus.
Yes,it’s progresses from simple to more advanced skills, so every child can start at the right level.
Ariav Schlesinger is a certified teacher with a Master’s in Education and a MAP Growth specialist with over a decade of experience developing early learning test prep. His materials are designed to strengthen foundational reading and math skills, build reasoning abilities, and help young children gain confidence and perform their best on the MAP Growth test.
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