New York State
Testing Program
Educator Guide to
the 2024 Grades 3–8
Mathematics Tests
2024 Grades 3–8 Mathematics Educator Guide
ii
THE UNIVERSITY OF THE STATE OF NEW YORK
Regents of The University
LESTER W. YOUNG, JR., Chancellor, B.S., M.S., Ed.D. ................................................................ Beechhurst
JOSEPHINE VICTORIA FINN, Vice Chancellor, B.A., J.D. .......................................................... Monticello
ROGER TILLES, B.A., J.D. .............................................................................................................. Manhasset
CHRISTINE D. CEA, B.A., M.A., Ph.D. ........................................................................................ Staten Island
WADE S. NORWOOD, B.A. ........................................................................................................... Rochester
KATHLEEN M. CASHIN, B.S., M.S., Ed.D. ................................................................................. Brooklyn
JAMES E. COTTRELL, B.S., M.D. .................................................................................................. New York
JUDITH CHIN, B.S., M.S. in Ed. .................................................................................................... Little Neck
CATHERINE COLLINS, R.N., N.P., B.S., M.S. in Ed., Ed.D. ..................................................... Bualo
LUIS O. REYES, B.A., M.A., Ph.D. ................................................................................................. New York
SUSAN W. MITTLER, B.S., M.S. .................................................................................................... Ithaca
FRANCES G. WILLS, B.A., M.A., M.Ed., C.A.S., Ph.D. ............................................................. Ossining
ARAMINA VEGA FERRER, B.A., M.S. in Ed., Ph.D. ................................................................. Bronx
SHINO TANIKAWA, B.A., M.S. .................................................................................................... Manhattan
ROGER P. CATANIA, B.A., M.A., M.S., C.A.S., Ph.D. ................................................................ Saranac Lake
ADRIAN I. HALE, A.S., B.A. .......................................................................................................... Rochester
Commissioner of Education and President of the University
Betty A. RosA, B.A., M.s. in ed., M.s. in ed., M.ed., ed.d.
Senior Deputy Commissioner, Oce of Education Policy
JeffRey A. MAtteson
Deputy Commissioner, P-12 Operational Support
JAson HARMon
Assistant Commissioner, Oce of State Assessment
ZAcHARy WARneR
The State Education Department does not discriminate on the basis of race, creed, color, national origin, religion, age, sex, military, marital status, familial status, domestic violence victim
status, carrier status, disability, genetic predisposition, sexual orientation and criminal record in its recruitment, educational programs, services, and activities. NYSED has adopted a web
accessibility policy, and publications designed for distribution can be made available in an accessible format upon request. Inquiries regarding this policy of nondiscrimination should be
directed to the Oce of Human Resources Management, Room 528 EB, Education Building, Albany, New York 12234.
Copyright © 2024 by the New York State Education Department. Permission is hereby granted for school administrators and educators to reproduce these materials, located online on
the NYSED website (http://p12.nysed.gov), in the quantities necessary for their schools’ use, but not for sale, provided copyright notices are retained as they appear in these publications.
2024 Grades 3–8 Mathematics Educator Guide
iii
Table of Contents
Foreword .....................................................................................................................................1
2024 New York State Grades 3–8 Testing Program ................................................................2
Purpose of State Testing ...................................................................................................2
New York State Educators Involvement in Test Development ........................................2
Option for Schools to Administer the Tests on Computer ...............................................2
The Next Generation Mathematics Learning Standards .......................................................3
Standards for Mathematical Practice ...............................................................................3
Grade 3 .............................................................................................................................3
Grade 4 .............................................................................................................................3
Grade 5 .............................................................................................................................4
Grade 6 .............................................................................................................................4
Grade 7 .............................................................................................................................4
Grade 8 .............................................................................................................................4
Performance Level Denitions ..................................................................................................5
NYS Level 4 ....................................................................................................................5
NYS Level 3 ....................................................................................................................5
NYS Level 2 ....................................................................................................................5
NYS Level 1 ....................................................................................................................5
Performance Level Descriptions ......................................................................................5
Domains, Clusters, Standards, and Sequencing in Instruction and Assessment .................6
Sequencing in Instruction and Assessment ......................................................................6
Grade 3 .............................................................................................................................7
Grade 4 .............................................................................................................................8
Grade 3 Post-Test Standards Assessed in Grade 4 ...........................................................9
Grade 5 ...........................................................................................................................10
2024 Grades 3–8 Mathematics Educator Guide
iv
Grade 4 Post-Test Standards Assessed in Grade 5 ......................................................... 11
Grade 6 ...........................................................................................................................12
Grade 5 Post-Test Standards Assessed in Grade 6 .........................................................13
Grade 7 ...........................................................................................................................14
Grade 6 Post-Test Standards Assessed in Grade 7 .........................................................15
Grade 8 ...........................................................................................................................16
Grade 7 Post-Test Standards Assessed in Grade 8 .........................................................17
The 2024 Grades 3–8 Mathematics Tests ...............................................................................18
Testing Sessions .............................................................................................................18
When Students Have Completed Their Tests.................................................................18
Test Design ...................................................................................................................19
Test Blueprint .................................................................................................................21
Question Formats .........................................................................................................23
Multiple-Choice 1-credit Questions ...................................................................23
Constructed-Response 1-credit Questions .........................................................23
Constructed-Response 2-credit Questions .........................................................23
Constructed-Response 3-credit Questions .........................................................23
Additional Assessment Resources .................................................................................23
Mathematics Rubrics and Scoring Policies ....................................................................24
1-Credit Constructed-Response Mathematics Scoring Policies (2024) ............26
2- and 3-Credit Constructed-Response Mathematics Scoring Policies (2024) .27
Mathematics Tools .........................................................................................................28
Why Mathematics Tools? ...................................................................................28
Rulers and Protractors ......................................................................................28
Calculators .........................................................................................................28
Value of Pi ..........................................................................................................28
Reference Sheets ............................................................................................................29
2024 Grades 3–8 Mathematics Educator Guide
1
Foreword
The information contained in this Educator Guide is designed to raise educator awareness of the
structure of the 2024 New York State Grades 3–8 Mathematics Tests measuring the New York State Next
Generation Mathematics Learning Standards (http://www.nysed.gov/curriculum-instruction/new-york-state-
next-generation-mathematics-learning-standards).
The guide provides educators with pertinent information about the 2024 test development process, the learning
standards that the tests are designed to measure, the format of the testing sessions which includes what
types of questions will be asked, the estimated average length of the testing sessions, and what mathematics
tools are allowable during testing. Links to additional resources are provided to further enhance educators’
understanding of the structure of the mathematics tests. Educators are encouraged to review the guide prior
to the test administration to gain familiarity with the test format. The information presented can also be used
as a platform for educator discussion on how student assessment results can guide future instruction.
The Elementary and Intermediate testing schedule for the spring 2024 administration can be found on
the website (http://www.nysed.gov/state-assessment/grades-3-8-test-schedules). Questions regarding the
New York State Testing Program and test design may be addressed to the Oce of State Assessment at
[email protected]. Questions regarding the New York State Learning Standards may be addressed
to the Oce of Curriculum and Instruction at [email protected].
2024 Grades 3–8 Mathematics Educator Guide
2
2024 New York State Grades 3–8 Testing Program
Purpose of State Testing
The federal Every Student Succeeds Act (2018) requires that states annually administer tests in English
Language Arts (ELA) and Mathematics in Grades 3–8. The Grades 3–8 ELA and Mathematics NYS Testing
Program has been designed to measure student knowledge and skills as dened by the grade-level New
York Next Generation Learning Standards (NGLS) in ELA and Mathematics. The Grades 3–8 state tests are
designed to report student prociency in one of four performance levels. Please refer to page 5 of this guide
for further information regarding the Performance Level Descriptions.
New York State Educators Involvement in Test Development
While teachers have always been included in the Grades 3–8 Test Development Process, the New York
State Education Department (NYSED) continues to expand the number of opportunities for New York State
educators to become involved. This includes participating in the development of all the test questions. New
York State educators provide the critical input necessary to ensure that the tests are fair, valid, and appropriate
for students through their participation in many test development activities.
The test development process includes the development, review, and approval of test questions,
construction of eld and operational test forms, nal approval of test forms prior to administration, and
the development of scoring materials. NYSED remains committed to improving the quality of the State’s
assessments and the experiences that students have taking these tests. For more information on opportunities
to participate in the test development process, please visit the Test Development Participation website
(https://www.nysed.gov/state-assessment/test-development-participation-opportunities).
Option for Schools to Administer the Tests on Computer
In Spring 2024, all students in Grades 5 and 8 will be required to take ELA, Math, and Science Tests via
computer-based testing (CBT). The other grade levels may also participate in CBT, but paper-based testing
will still be available for these students. In Spring 2025, Grades 4 and 6 will also be required to test via
computer for ELA and Math and, nally, all students in Grades 3-8 will participate in CBT beginning in
Spring 2026. More information about this option is available at the NYSED computer-based testing (CBT)
Support website (https://cbtsupport.nysed.gov/).
2024 Grades 3–8 Mathematics Educator Guide
3
The Next Generation Mathematics Learning Standards
The New York State Next Generation Mathematics Learning Standards dene the knowledge, skills, and
understandings that individuals can and do habitually demonstrate over time when exposed to high-quality
instructional environments and learning experiences. The Learning Standards, dened through the integration
of the Standards for Mathematical Content and the Standards for Mathematical Practice, collectively, are
focused and cohesive—designed to support student access to the knowledge and understanding of the
mathematical concepts that are necessary to function in a world very dependent upon the application of
mathematics. Students are expected to understand math conceptually, use procedural skills, and solve math
problems rooted in the real world, deciding for themselves which strategies, formulas, and grade-appropriate
tools (e.g., ruler, protractor, or calculator) to use.
Standards for Mathematical Practice
The Learning Standards for each grade level (and high school course) begin with the eight Standards for
Mathematical Practice. The Standards for Mathematical Practice describe the ways in which developing
practitioners increasingly should engage with the subject matter as they grow in mathematical maturity and
expertise throughout the elementary, middle, and high school years. References to the integration of the
Standards for Mathematical Content and the Standards for Mathematical Practice are provided throughout
the Next Generation Mathematics Learning Standards Document (http://www.nysed.gov/curriculum-
instruction/new-york-state-next-generation-mathematics-learning-standards).
Please note that the following grade-level overviews do not include every standard/topic that should
be included in instruction. Further information about the entire scope of the learning expectations for each
grade level, as well as additional instructional considerations that include the within-grade connections,
grade-level uencies, and connecting the Standards for Mathematical Practice to Mathematical Content can
be found in the Next Generation Mathematics Learning Standards Document and the associated grade-level
crosswalks/snapshots located on the NYSED website (http://www.nysed.gov/curriculum-instruction/new-
york-state-next-generation-mathematics-learning-standards).
Grade 3
In Grade 3, instructional time focuses on four areas: (1) developing understanding of multiplication and
division and strategies for multiplication and division within 100; (2) developing understanding of fractions,
especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of
rectangular arrays and of area; and (4) describing and analyzing polygons based on the number of sides and
vertices.
Grade 4
In Grade 4, instructional time focuses on three areas: (1) developing understanding and uency with multi-
digit multiplication, and developing understanding of dividing to nd quotients involving multi-digit
dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with
like denominators, and multiplication of fractions by whole numbers; and (3) understanding that geometric
gures can be analyzed and classied based on their properties, such as having parallel sides, perpendicular
sides, particular angle measures, and symmetry.
2024 Grades 3–8 Mathematics Educator Guide
4
Grade 5
In Grade 5, instructional time focuses on three areas: (1) developing uency with addition and subtraction of
fractions, and developing understanding of multiplication of fractions and of division of fractions in limited
cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending
division to 2-digit divisors, integrating decimal fractions into the place value system and developing
understanding of operations with decimals to hundredths, and developing uency with whole number and
decimal operations; and (3) developing understanding of volume.
Grade 6
In Grade 6, instructional time focuses on ve areas: (1) connecting ratio and rate to whole number multiplication
and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division
of fractions and extending the notion of number to the system of rational numbers, which includes negative
numbers; (3) writing, interpreting, and using expressions and equations; (4) deepening understanding of area,
surface area, and volume; and (5) developing understanding of simple probabilities and statistical thinking.
Grade 7
In Grade 7, instructional time focuses on three areas: (1) developing understanding of and applying
proportional relationships; (2) developing understanding of operations with rational numbers and working
with expressions and linear equations; and (3) drawing inferences about populations based on samples.
Grade 8
In Grade 8, instructional time focuses on three areas: (1) formulating and reasoning about expressions and
equations, including modeling an association in bivariate data with a linear equation, and solving linear
equations and systems of linear equations; (2) grasping the concept of a function and using functions to
describe quantitative relationships; and (3) analyzing two- and three-dimensional space and gures using
distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.
For more information about the Next Generation Mathematics Learning Standards, please refer to
the NYSED website (http://www.nysed.gov/next-generation-learning-standards).
2024 Grades 3–8 Mathematics Educator Guide
5
Performance Level Denitions
For each subject area, students perform along a continuum of the knowledge and skills necessary to meet
the demands of the Learning Standards for English Language Arts and Mathematics. New York State
assessments are designed to classify student performance into one of four levels based on the knowledge
and skills the student has demonstrated. Due to the need to identify student prociency, the state tests must
provide students at each performance level opportunities to demonstrate their knowledge and skills in the
Next Generation Learning Standards. For this reason, the Performance Level Descriptions play a central role
in the test development process, specically question writing.
These performance levels are dened as:
NYS Level 4
Students performing at this level excel in standards for their grade. They demonstrate knowledge, skills, and
practices embodied by the Learning Standards that are considered more than sucient for the expectations
at this grade.
NYS Level 3
Students performing at this level are procient in standards for their grade. They demonstrate knowledge,
skills, and practices embodied by the Learning Standards that are considered sucient for the expectations
at this grade.
NYS Level 2
Students performing at this level are partially procient in standards for their grade. They demonstrate
knowledge, skills, and practices embodied by the Learning Standards that are considered partial but
insucient for the expectations at this grade. Students performing at Level 2 are considered on track to meet
current New York high school graduation requirements but are not yet procient in Learning Standards at
this grade.
NYS Level 1
Students performing at this level are below procient in standards for their grade. They may demonstrate
limited knowledge, skills, and practices embodied by the Learning Standards that are considered insucient
for the expectations at this grade.
Performance Level Descriptions
For information about the Next Generation Mathematics Learning Standards Performance
Level Descriptions for Grades 3–8, please see the website (http://www.nysed.gov/
state-assessment/next-generation-learning-standards-mathematics).
2024 Grades 3–8 Mathematics Educator Guide
6
Domains, Clusters, Standards, and Sequencing in Instruction and
Assessment
The 2024 Grades 3–8 Mathematics Tests will measure the NYS Next Generation Mathematics Learning
Standards. The NYS Next Generation Mathematics Learning Standards are divided into standards, clusters,
and domains.
• Standards dene what students should understand and be able to do. In some cases, standards are
further articulated into lettered components.
• Clusters are groups of related standards. Note that standards from dierent clusters may sometimes
be closely related, because mathematics is a connected subject.
• Domains are larger groups of related clusters and standards. Standards from dierent domains may
be closely related.
Sequencing in Instruction and Assessment
The New York State Mathematics Grades 3–8 tests are administered in April/May. Each question on a New
York State Mathematics Grades 3–8 grade-level test is aligned only to a Pre-Test standard (September-to-
April/May) for the grade level or a Post-Test standard (May-to-June) from the prior grade level. While the
pre-post guidance provides a clear designation of when students are assessed for understanding content
at the prociency/mastery level, it is not intended to serve as a directive as to when the content should be
introduced or how instruction of content should occur.
The charts that follow on pages 7–12 of this guide illustrate the relationship between the domains, clusters,
and standards that comprise each grade level, as well as show the progression of the domains across grade
levels. The charts do not indicate any content emphasis. Standards that have been designated as post-test
(May-to-June) for each grade level are also noted on the respective grade level’s chart. Standards that
are designated for instruction after the administration of the Grades 3–8 Mathematics Tests will be
fundamental in ensuring that students are prepared for the instruction of each subsequent grade and
may be tested on the subsequent grade level’s test. For more information about the NYS Next Generation
Mathematics Learning Standards Grades 3–8 Post-test Standards Designations, please refer to the website
(http://www.nysed.gov/curriculum-instruction/next-generation-mathematics-learning-standards-grades-
3-8-post-test-recommendations).
Curriculum and instruction that support the content of the learning standards and the unique learning needs
of students are locally determined by each individual district in New York State. Teacher preference and
exibility in planning units of study continue to play vital roles to both meet the needs of the students and
align with the expectations of the learning standards. For additional guidance with instructional planning
surrounding the Next Generation Mathematics Learning Standards, please see the Next Generation
Mathematics Learning Standards website (http://www.nysed.gov/next-generation-learning-standards).
2024 Grades 3–8 Mathematics Educator Guide
7
Grade 3
Domain Cluster Standard(s)
Post
Standard
Operations
and Algebraic
Thinking
Represent and solve problems
involving multiplication and division.
NY-3.OA.1
NY-3.OA.2
NY-3.OA.3
NY-3.OA.4
Understand properties of
multiplication and the relationship
between multiplication and division.
NY-3.OA.5
NY-3.OA.6
Multiply and divide within 100.
NY-3.OA.7a,7b
(Fluency)
Solve problems involving the four
operations, and identify and extend
patterns in arithmetic.
NY-3.OA.8a, 8b
NY-3.OA.9
Number and
Operations in
Base Ten
Use place value understanding and
properties of operations to perform
multi-digit arithmetic.
NY-3.NBT.1
NY-3.NBT.2 (Fluency)
NY-3.NBT.3
NY-3.NBT.4a, 4b
Number and
Operations—
Fractions
Develop understanding of fractions as
numbers.
NY-3.NF.1
NY-3.NF.2a, 2b
NY-3.NF.3a, 3b, 3c, 3d
Measurement
and Data
Solve problems involving
measurement and estimation of
intervals of time, liquid volumes, and
masses of objects.
NY-3.MD.1
NY-3.MD.2a, 2b
Represent and interpret data.
NY-3.MD.3 X
NY-3.MD.4 X
Geometric measurement: understand
concepts of area and relate area to
multiplication and to addition.
NY-3.MD.5a, 5b
NY-3.MD.6
NY-3.MD.7a, 7b, 7c, 7d
Geometric measurement: recognize
perimeter as an attribute of plane
gures and distinguish between linear
and area measures.
NY-3.MD.8a, 8b X
Geometry
Reason with shapes and their
attributes.
NY-3.G.1 X
NY-3.G.2
X = Standards designated for instruction in May-to-June
2024 Grades 3–8 Mathematics Educator Guide
8
Grade 4
Domain Cluster Standard(s)
Post
Standard
Operations
and Algebraic
Thinking
Use the four operations with whole
numbers to solve problems.
NY-4.OA.1
NY-4.OA.2
NY-4.OA.3a, 3b
Gain familiarity with factors and
multiples.
NY-4.OA.4
Generate and analyze patterns.
NY-4.OA.5
Number and
Operations in
Base Ten
Generalize place value understanding
for multi-digit whole numbers.
NY-4.NBT.1
NY-4.NBT.2a, 2b
NY-4.NBT.3
Use place value understanding and
properties of operations to perform
multi-digit arithmetic.
NY-4.NBT.4 (Fluency)
NY-4.NBT.5
NY-4.NBT.6
Number and
Operations—
Fractions
Extend understanding of fraction
equivalence and ordering.
NY-4.NF.1
NY-4.NF.2
Build fractions from unit fractions
by applying and extending previous
understandings of operations on
whole numbers.
NY-4.NF.3a, 3b, 3c, 3d
NY-4.NF.4a, 4b, 4c
Understand decimal notation for
fractions, and compare decimal
fractions.
NY-4.NF.5 X
NY-4.NF.6 X
NY-4.NF.7 X
Measurement
and Data
Solve problems involving
measurement and conversion of
measurements from a larger unit to a
smaller unit.
NY-4.MD.1 X
NY-4.MD.2a, 2b X
NY-4.MD.3
Represent and interpret data.
NY-4.MD.4
Geometric measurement: understand
concepts of angle and measure
angles.
NY-4.MD.5a, 5b
NY-4.MD.6
NY-4.MD.7
Geometry
Draw and identify lines and angles,
and classify shapes by properties of
their lines and angles.
NY-4.G.1
NY-4.G.2a, 2b, 2c
NY-4.G.3
X = Standards designated for instruction in May-to-June
2024 Grades 3–8 Mathematics Educator Guide
9
Grade 3 Post-Test Standards Assessed in Grade 4
The table below shows the Grade 3 post-test standards that are assessed on the Grade 4 New York State
Mathematics Assessment. For more information about the NYS Next Generation Mathematics Learning
Standards Grades 3–8 Post-test Standards Designations, please refer to the website (https://www.nysed.gov/
curriculum-instruction/next-generation-mathematics-learning-standards-grades-3-8-post-test-
recommendations).
Domain Cluster Standard(s)
Measurement
and Data
Represent and interpret data.
NY-3.MD.3
NY-3.MD.4
Geometric measurement: recognize perimeter as an
attribute of plane gures and distinguish between
linear and area measures.
NY-3.MD.8a, 8b
Geometry
Reason with shapes and their attributes.
NY-3.G.1
2024 Grades 3–8 Mathematics Educator Guide
10
Grade 5
Domain Cluster Standard(s)
Post
Standard
Operations
and Algebraic
Thinking
Write and interpret numerical
expressions.
NY-5.OA.1 X
NY-5.OA.2 X
Analyze patterns and relationships.
NY-5.OA.3 X
Number and
Operations in
Base Ten
Understand place value system.
NY-5.NBT.1
NY-5.NBT.2
NY-5.NBT.3a, 3b
NY-5.NBT.4
Perform operations with multi-digit
whole numbers and with decimals to
hundredths.
NY-5.NBT.5 (Fluency)
NY-5.NBT.6
NY-5.NBT.7
Number and
Operations—
Fractions
Use equivalent fractions as a strategy
to add and subtract fractions.
NY-5.NF.1
NY-5.NF.2
Apply and extend previous
understandings of multiplication
and division to multiply and divide
fractions.
NY-5.NF.3
NY-5.NF.4a, 4b
NY-5.NF.5a, 5b
NY-5.NF.6
NY-5.NF.7a, 7b, 7c
Measurement
and Data
Convert like measurement units
within a given measurement system.
NY-5.MD.1
Represent and interpret data.
NY-5.MD.2
Geometric measurement: understand
concepts of volume and relate volume
to multiplication and to addition.
NY-5.MD.3a, 3b
NY-5.MD.4
NY-5.MD.5a, 5b, 5c
Geometry
Graph points on the coordinate plane
to solve real-world and mathematical
problems.
NY-5.G.1 X
NY-5.G.2 X
Classify two-dimensional gures into
categories based on their properties.
NY-5.G.3
NY-5.G.4
X = Standards designated for instruction in May-to-June
2024 Grades 3–8 Mathematics Educator Guide
11
Grade 4 Post-Test Standards Assessed in Grade 5
The table below shows the Grade 4 post-test standards that are assessed on the Grade 5 New York State
Mathematics Assessment. For more information about the NYS Next Generation Mathematics Learning
Standards Grades 3–8 Post-test Standards Designations, please refer to the website (https://www.nysed.gov/
curriculum-instruction/next-generation-mathematics-learning-standards-grades-3-8-post-test-
recommendations).
Domain Cluster Standard(s)
Number and
Operations—
Fractions
Understand decimal notation for fractions, and
compare decimal fractions.
NY-4.NF.5
NY-4.NF.6
NY-4.NF.7
Measurement
and Data
Solve problems involving measurement and
conversion of measurements from a larger unit to a
smaller unit.
NY-4.MD.1
NY-4.MD.2a, 2b
2024 Grades 3–8 Mathematics Educator Guide
12
Grade 6
Domain Cluster Standard(s)
Post
Standard
Ratios and
Proportional
Relationships
Understand ratio concepts and use
ratio reasoning to solve problems.
NY-6.RP.1
NY-6.RP.2
NY-6.RP.3a, 3b, 3c, 3d
The Number
System
Apply and extend previous
understandings of multiplication
and division to divide fractions by
fractions.
NY-6.NS.1
Compute uently with multi-digit
numbers and nd common factors
and multiples.
NY-6.NS.2 (Fluency)
NY-6.NS.3 (Fluency)
NY-6.NS.4
Apply and extend previous
understandings of numbers to the
system of rational numbers.
NY-6.NS.5
NY-6.NS.6a, 6b, 6c
NY-6.NS.7a, 7b, 7c, 7d
NY-6.NS.8
Expressions,
Equations, and
Inequalities
Apply and extend previous
understandings of arithmetic to
algebraic expressions.
NY-6.EE.1
NY-6.EE.2a, 2b, 2c
NY-6.EE.3
NY-6.EE.4
Reason about and solve one-variable
equations and inequalities.
NY-6.EE.5
NY-6.EE.6
NY-6.EE.7
NY-6.EE.8
Represent and analyze quantitative
relationships between dependent and
independent variables.
NY-6.EE.9
Geometry
Solve real-world and mathematical
problems involving area, surface
area, and volume.
NY-6.G.1
NY-6.G.2
NY-6.G.3
NY-6.G.4
NY-6.G.5
Statistics and
Probability
Develop understanding of statistical
variability.
NY-6.SP.1a, 1b, 1c X
NY-6.SP.2 X
NY-6.SP.3 X
Summarize and describe
distributions.
NY-6.SP.4 X
NY-6.SP.5a, 5b, 5c, 5d X
Investigate chance processes and
develop, use, and evaluate probability
models.
NY-6.SP.6 X
NY-6.SP.7 X
NY-6.SP.8a, 8b X
X = Standards designated for instruction in May-to-June
2024 Grades 3–8 Mathematics Educator Guide
13
Grade 5 Post-Test Standards Assessed in Grade 6
The table below shows the Grade 5 post-test standards that are assessed on the Grade 6 New York State
Mathematics Assessment. For more information about the NYS Next Generation Mathematics Learning
Standards Grades 3–8 Post-test Standards Designations, please refer to the website (https://www.nysed.gov/
curriculum-instruction/next-generation-mathematics-learning-standards-grades-3-8-post-test-
recommendations).
Domain Cluster Standard(s)
Operations and
Algebraic Thinking
Write and interpret numerical expressions.
NY-5.OA.1
NY-5.OA.2
Analyze patterns and relationships.
NY-5.OA.3
Geometry
Graph points on the coordinate plane to solve
real-world and mathematical problems.
NY-5.G.1
NY-5.G.2
2024 Grades 3–8 Mathematics Educator Guide
14
Grade 7
Domain Cluster Standard(s)
Post
Standard
Ratios and
Proportional
Relationships
Analyze proportional relationships
and use them to solve real-world and
mathematical problems.
NY-7.RP.1
NY-7.RP.2a, 2b, 2c, 2d
NY-7.RP.3
The Number
System
Apply and extend previous
understandings of operations with
fractions to add, subtract, multiply,
and divide rational numbers.
NY-7.NS.1a, 1b, 1c, 1d
NY-7.NS.2a, 2b, 2c, 2d
NY-7.NS.3
Expressions,
Equations, and
Inequalities
Use properties of operations to
generate equivalent expressions.
NY-7.EE.1
NY-7.EE.2
Solve real-life and mathematical
problems using numerical and
algebraic expressions, equations, and
inequalities.
NY-7.EE.3
NY-7.EE.4a (Fluency),
4b
Geometry
Draw, construct, and describe
geometrical gures and describe the
relationships between them.
NY-7.G.1
NY-7.G.2 X
NY-7.G.3 X
Solve real-life and mathematical
problems involving angle measure,
area, surface area, and volume.
NY-7.G.4 X
NY-7.G.5 X
NY-7.G.6 X
Statistics and
Probability
Draw informal comparative
inferences about two populations.
NY-7.SP.1
NY-7.SP.3
NY-7.SP.4
Investigate chance processes and
develop, use, and evaluate probability
models.
NY-7.SP.8a, 8b, 8c
X = Standards designated for instruction in May-to-June
2024 Grades 3–8 Mathematics Educator Guide
15
Grade 6 Post-Test Standards Assessed in Grade 7
The table below shows the Grade 6 post-test standards that are assessed on the Grade 7 New York State
Mathematics Assessment. For more information about the NYS Next Generation Mathematics Learning
Standards Grades 3–8 Post-test Standards Designations, please refer to the website (https://www.nysed.gov/
curriculum-instruction/next-generation-mathematics-learning-standards-grades-3-8-post-test-
recommendations).
Domain Cluster Standard(s)
Statistics and
Probability
Develop understanding of statistical variability.
NY-6.SP.1a, 1b, 1c
NY-6.SP.2
NY-6.SP.3
Summarize and describe distributions.
NY-6.SP.4
NY-6.SP.5a, 5b, 5c, 5d
Investigate chance processes and develop, use,
and evaluate probability models.
NY-6.SP.6
NY-6.SP.7
NY-6.SP.8a, 8b
2024 Grades 3–8 Mathematics Educator Guide
16
Grade 8
Domain Cluster Standard(s)
Post
Standard
The Number
System
Know that there are numbers that are
not rational, and approximate them
by rational numbers.
NY-8.NS.1
NY-8.NS.2
Expressions,
Equations, and
Inequalities
Work with radicals and integer
exponents.
NY-8.EE.1
NY-8.EE.2
NY-8.EE.3 X
NY-8.EE.4 X
Understand the connections between
proportional relationships, lines, and
linear equations.
NY-8.EE.5
NY-8.EE.6
Analyze and solve linear equations
and pairs of simultaneous linear
equations.
NY-8.EE.7a, 7b
NY-8.EE.8a, 8b
(Fluency), 8c
X
Functions
Dene, evaluate, and compare
functions.
NY-8.F.1
NY-8.F.2
NY-8.F.3
Use functions to model relationships
between quantities.
NY-8.F.4
NY-8.F.5
Geometry
Understand congruence and
similarity using physical models,
transparencies, or geometry software.
NY-8.G.1a, 1b, 1c
NY-8.G.2
NY-8.G.3
NY-8.G.4
NY-8.G.5
Understand and apply the
Pythagorean Theorem.
NY-8.G.6
NY-8.G.7
NY-8.G.8
Solve real-world and mathematical
problems involving volume of
cylinders, cones, and spheres.
NY-8.G.9
Statistics and
Probability
Investigate patterns of association in
bivariate data.
NY-8.SP.1
NY-8.SP.2
NY-8.SP.3
X = Standards designated for instruction in May-to-June
2024 Grades 3–8 Mathematics Educator Guide
17
Grade 7 Post-Test Standards Assessed in Grade 8
The table below shows the Grade 7 post-test standards that are assessed on the Grade 8 New York State
Mathematics Assessment. For more information about the NYS Next Generation Mathematics Learning
Standards Grades 3–8 Post-test Standards Designations, please refer to the website (https://www.nysed.gov/
curriculum-instruction/next-generation-mathematics-learning-standards-grades-3-8-post-test-
recommendations).
Domain Cluster Standard(s)
Geometry
Draw, construct, and describe geometrical
gures and describe the relationships between
them.
NY-7.G.2
NY-7.G.3
Solve real-life and mathematical problems
involving angle measure, area, surface area,
and volume.
NY-7.G.4
NY-7.G.5
NY-7.G.6
2024 Grades 3–8 Mathematics Educator Guide
18
The 2024 Grades 3–8 Mathematics Tests
Testing Sessions
The 2024 Grades 3–8 Mathematics Tests consist of two sessions that are administered over two days. Students
will be provided as much time as necessary within the connes of the regular school day to complete each
test session. School personnel should use their best professional judgment and knowledge about individual
students to determine how long a student should be engaged in taking a particular assessment and when it is
in the student’s best interest to end the test session.
Although test duration will vary among students, the table below estimates the average time it will take
students to complete each session of the exam and is intended for test preparation and planning. It is strongly
encouraged for educators to share the information with students and parents prior to the test administration.
Average Time to Complete
Session 1
Average Time to Complete
Session 2
Grade 3 55–65 Minutes 60–70 Minutes
Grade 4 65–75 Minutes 65–75 Minutes
Grade 5 80–90 Minutes 70–80 Minutes
Grade 6 80–90 Minutes 75–85 Minutes
Grade 7 80–90 Minutes 75–85 Minutes
Grade 8 80–90 Minutes 75–85 Minutes
The tests must be administered under standard conditions and the directions must be followed carefully. The
same test administration procedures must be used with all students so that valid inferences can be drawn
from the test results.
NYSED devotes great attention to the security and integrity of the New York State Testing Program.
School administrators and teachers involved in the administration of State assessments are responsible for
understanding and adhering to the instructions set forth in the School Administrator’s Manual (https://www.
nysed.gov/state-assessment/grades-3-8-test-manuals) and the Teacher’s Directions (https://www.nysed.gov/
state-assessment/grades-3-8-ela-and-math-test-manuals).
When Students Have Completed Their Tests
Students who nish their assessment should be encouraged to go back and check their work. Once the
student has completed their test, examination materials should be collected by the proctor. After a student’s
assessment materials are collected, or the student has submitted the test if testing on computer, that student
may be permitted to read silently. This privilege is granted at the discretion of each school. No talking and
no other schoolwork is permitted.
1
Given that the Spring 2024 tests have no time limits, schools and districts have the discretion to create their
own approach to ensure that all students who are productively working are given the time they need within
the connes of the regular school day to continue to take the tests. If the test is administered in a large-
group setting, school administrators may prefer to allow students to hand in their test materials, or submit
the test if testing on computer, as they nish and then leave the room. If so, take care that students leave the
room as quietly as possible so as not to disturb the students who are still working on the test.
1
For more detailed information about test administration, including proper procedures for proctoring, please refer to the
School Administrator’s Manual and the Teacher’s Directions.
2024 Grades 3–8 Mathematics Educator Guide
19
Test Design
In Grades 3–8, students are required to apply mathematical understandings and mathematical practices
gained in the classroom in order to answer four types of questions: 1-credit multiple-choice questions,
1-credit constructed-response questions, 2-credit constructed-response questions, and 3-credit constructed-
response questions. Session 1 consists of multiple-choice questions. Session 2 consists of multiple-choice
and constructed-response questions. Students will NOT be permitted to use calculators in Grades 3–5 or
Session 1 of Grade 6. In
Session 2 of Grade 6, students must have the exclusive use of a four-function
calculator with a square root key or a scientic calculator. In Grades 7–8, students must have the exclusive
use of a scientic calculator for both Session 1 and Session 2. For more information about calculator use,
please refer to page 28.
The charts below illustrate the test designs for the 2024 Grades 3–8 Mathematics Tests. Embedded eld test
questions are included in the number of multiple-choice questions in Session 1 listed below. It will not be
apparent to students whether a question is an embedded eld test question that does not count toward their
score or an operational test question that does count toward their score.
2024 Grade 3 Test Design
Session
Number of
Multiple-
Choice
Questions
Number of
Constructed-
Response
Questions
1-Credit
Number of
Constructed-
Response
Questions
2-Credit
Number of
Constructed-
Response
Questions
3-Credit
Total
Number
of
Questions
1 25 0 0 0 25
2 5 3 4 1 13
Total
30 3 4 1 38
2024 Grade 4–5 Test Design
Session
Number of
Multiple-
Choice
Questions
Number of
Constructed-
Response
Questions
1-Credit
Number of
Constructed-
Response
Questions
2-Credit
Number of
Constructed-
Response
Questions
3-Credit
Total
Number
of
Questions
1 30 0 0 0 30
2 5 3 5 1 14
Total
35 3 5 1 44
2024 Grade 6 Test Design
Session
Number of
Multiple-
Choice
Questions
Number of
Constructed-
Response
Questions
1-Credit
Number of
Constructed-
Response
Questions
2-Credit
Number of
Constructed-
Response
Questions
3-Credit
Total
Number
of
Questions
1 30 0 0 0 30
2 6 3 6 1 16
Total
36 3 6 1 46
2024 Grades 3–8 Mathematics Educator Guide
20
2024 Grade 7–8 Test Design
Session
Number of
Multiple-
Choice
Questions
Number of
Constructed-
Response
Questions
1-Credit
Number of
Constructed-
Response
Questions
2-Credit
Number of
Constructed-
Response
Questions
3-Credit
Total
Number
of
Questions
1 32 0 0 0 32
2 6 3 6 1 16
Total
38 3 6 1 48
2024 Grades 3–8 Mathematics Educator Guide
21
Test Blueprint
All questions on the 2024 Grades 3–8 Mathematics Tests measure the Next Generation Mathematics Learning
Standards. All the content at each grade level is connected to the Standards for Mathematical Practice;
therefore, the 2024 Grades 3–8 Mathematics Tests will include questions that require students to connect
mathematical content and mathematical practice.
While all questions are linked to a primary standard, some questions measure more than one standard and
one or more of the Standards for Mathematical Practice. Similarly, some questions measure cluster-level
understandings. As a result of the alignment to standards, clusters, and Standards for Mathematical Practice,
the tests assess students’ conceptual understanding, procedural uency, and problem-solving abilities, rather
than assessing their knowledge of isolated skills and facts.
The tables below illustrate the domain-level test blueprint percent ranges for each grade. For further detail
of the scope of grade-level content, please see the grade-level standards charts on pages 7–17 of this guide.
Domain-Level Test Blueprint—Percent Ranges for Grade 3 Test
Operations
and Algebraic
Thinking
Number and
Operations in
Base Ten
Number and
Operations—
Fractions
Measurement
and Data
Geometry
31–43% 7–14% 18–29% 21–32% 2–8%
Domain-Level Test Blueprint—Percent Ranges for Grade 4 Test
Operations
and Algebraic
Thinking
Number and
Operations in
Base Ten
Number and
Operations—
Fractions
Measurement
and Data
Geometry
15–25% 20–30% 20–30% 9–14% 13–23%
Domain-Level Test Blueprint—Percent Ranges for Grade 5 Test
Operations
and Algebraic
Thinking
Number and
Operations in
Base Ten
Number and
Operations—
Fractions
Measurement
and Data
Geometry
Post
2
25–35% 34–44% 22–32% 2–7%
Domain-Level Test Blueprint—Percent Ranges for Grade 6 Test
Ratios and
Proportional
Relationships
The Number
System
Expressions,
Equations, and
Inequalities
Geometry
Statistics and
Probability
21–30% 17–26% 25–43% 14–24% Post
2
2
All standards in the domain are post-test standards and are not assessed in the current grade level State Assessment. See page 6,
Sequencing in Instruction and Assessment, for additional information.
2024 Grades 3–8 Mathematics Educator Guide
22
Domain-Level Test Blueprint—Percent Ranges for Grade 7 Test
Ratios and
Proportional
Relationships
The Number
System
Expressions,
Equations, and
Inequalities
Geometry
Statistics and
Probability
24–33% 16–25% 26–39% 2–7% 12–21%
Domain-Level Test Blueprint—Percent Ranges for Grade 8 Test
The Number
System
Expressions,
Equations, and
Inequalities
Functions Geometry
Statistics and
Probability
2–9% 28–41% 16–25% 28–41% 4–11%
2024 Grades 3–8 Mathematics Educator Guide
23
Question Formats
The 2024 Grades 3–8 Mathematics Tests contain 1-credit multiple-choice questions, 1-credit constructed-
response questions, 2-credit constructed-response questions, and 3-credit constructed-response questions.
For multiple-choice questions, students select the correct response from four answer choices. For the
constructed-response questions, students write an answer to an open-ended question and may be required to
show their work. In some cases, they may be required to provide a written explanation for how they arrived
at their answers. Some test questions target more than one standard or assess an entire cluster. As such,
many individual test questions assess September-to-April/May standards in conjunction with May-to-June
standards from past grades (i.e., post-test standards).
Multiple-Choice 1-credit Questions
Multiple-choice questions will mainly be used to assess procedural skills and conceptual understanding.
Many multiple-choice questions require students to complete multiple steps. Likewise, some of these
questions are linked to more than one standard, drawing on the simultaneous application of multiple skills
and concepts. Within answer choices, distractors
3
will all be based on plausible missteps.
Constructed-Response 1-credit Questions
Constructed-response 1-credit questions require students to complete a task and provide only their nal
answer. The constructed-response 1-credit questions will often require multiple steps, assessing procedural
skills, as well as conceptual understanding and application. While students may show how they arrived to
their nal answer, only the nal answer will be scored.
Constructed-Response 2-credit Questions
Constructed-response 2-credit questions require students to complete a task and show their work or explain
their answer. Constructed-response 2-credit questions will often require multiple steps, the application of
multiple mathematics skills, and real-world applications. Many of the constructed-response 2-credit questions
will assess conceptual application and understanding.
Constructed-Response 3-credit Questions
Constructed-response 3-credit questions ask students to show their work or explain their answer in
completing two or more tasks or a more extensive problem. Constructed-response 3-credit questions allow
students to show their understanding of mathematical procedures, conceptual understanding, and application.
Constructed-response 3-credit questions may also assess student reasoning and the ability to critique the
arguments of others.
Additional Assessment Resources
The New York State Question Sampler (http://www.nysed.gov/state-assessment/question-
sampler) provides a preview of the question types in the computer-based testing platform
designed to help students prepare for testing day using the online testing tools.
3
A distractor is an incorrect response that may appear to be a plausible correct response to a student who has not mastered the skill
or concept being assessed.
2024 Grades 3–8 Mathematics Educator Guide
24
Mathematics Rubrics and Scoring Policies
The 2024 Grades 3–8 Mathematics Tests will use the rubrics and scoring policies as shown in this guide.
1-Credit Constructed-Response Rubric
1 Credit
A 1-credit response is a correct answer to the question which indicates a thorough
understanding of mathematical concepts and/or procedures.
0 Credits*
A 0-credit response is incorrect, irrelevant, or incoherent.
* Condition Code A is applied whenever a student who is present for a test session leaves an entire
constructed-response question in that session completely blank (no response attempted).
2-Credit Constructed-Response Holistic Rubric
2 Credits
A 2-credit response includes the correct solution to the question and demonstrates a
thorough understanding of the mathematical concepts and/or procedures in the task.
This response
• indicates that the student has completed the task correctly, using mathematically
sound procedures
• contains sucient work to demonstrate a thorough understanding of the
mathematical concepts and/or procedures
• may contain inconsequential errors that do not detract from the correct solution
and the demonstration of a thorough understanding
1 Credit
A 1-credit response demonstrates only a partial understanding of the mathematical
concepts and/or procedures in the task.
This response
• correctly addresses only some elements of the task
• may contain an incorrect solution but applies a mathematically appropriate process
• may contain the correct solution but required work is incomplete
0 Credits*
A 0-credit response is incorrect, irrelevant, incoherent, or contains a correct solution
obtained using an obviously incorrect procedure. Although some elements may contain
correct mathematical procedures, holistically they are not sucient to demonstrate even
a limited understanding of the mathematical concepts embodied in the task.
* Condition Code A is applied whenever a student who is present for a test session leaves an entire
constructed-response question in that session completely blank (no response attempted).
2024 Grades 3–8 Mathematics Educator Guide
25
3-Credit Constructed-Response Holistic Rubric
3 Credits
A 3-credit response includes the correct solution(s) to the question and demonstrates a
thorough understanding of the mathematical concepts and/or procedures in the task.
This response
• indicates that the student has completed the task correctly, using mathematically
sound procedures
• contains sucient work to demonstrate a thorough understanding of the
mathematical concepts and/or procedures
• may contain inconsequential errors that do not detract from the correct solution(s)
and the demonstration of a thorough understanding
2 Credits
A 2-credit response demonstrates a partial understanding of the mathematical concepts
and/or procedures in the task.
This response
• appropriately addresses most but not all aspects of the task using mathematically
sound procedures
• may contain an incorrect solution but provides sound procedures, reasoning, and/
or explanations
• may reect some minor misunderstanding of the underlying mathematical concepts
and/or procedures
1 Credit
A 1-credit response demonstrates only a limited understanding of the mathematical
concepts and/or procedures in the task.
This response
• may address some elements of the task correctly but reaches an inadequate solution
and/or provides reasoning that is faulty or incomplete
• exhibits multiple aws related to misunderstanding of important aspects of the
task, misuse of mathematical procedures, or faulty mathematical reasoning
• reects a lack of essential understanding of the underlying mathematical concepts
• may contain the correct solution(s) but required work is limited
0 Credits*
A 0-credit response is incorrect, irrelevant, incoherent, or contains a correct solution
obtained using an obviously incorrect procedure. Although some elements may contain
correct mathematical procedures, holistically they are not sucient to demonstrate even
a limited understanding of the mathematical concepts embodied in the task.
* Condition Code A is applied whenever a student who is present for a test session leaves an entire
constructed-response question in that session completely blank (no response attempted).
2024 Grades 3–8 Mathematics Educator Guide
26
The following scoring policies must be applied while scoring the mathematics tests for all Grades 3–8.
The rubrics for the constructed-response questions are designed to provide a systematic, consistent method
for awarding credit. Each response must be rated carefully using the teacher’s professional judgment
and knowledge of mathematics. Any directions about acceptable formats of answers must be followed
(e.g., decimal number, rounding, simplest form, in terms of π). If the answer format for a question is not
specied, mathematically equivalent solutions should be awarded credit. Please see the scoring materials for
further details on acceptable answer formats specic to individual questions.
1-Credit Constructed-Response Mathematics Scoring Policies (2024)
1. The student is not required to show work for a 1-credit constructed-response question, therefore, any
work shown will not be scored. A clearly identied correct response should still receive full credit.
2. If the student clearly identies a correct answer but fails to write that answer in the answer space, the
student should still receive full credit.
3. If the student provides one legible response (and one response only), the rater should score the
response, even if it has been crossed out.
4. If the student has written more than one response but has crossed some out, the rater should score
only the response that has not been crossed out.
5. If the student provides more than one response but does not indicate which response is to be considered
the correct response and none have been crossed out, the student shall not receive credit.
6. If the student does not provide the answer in the form as directed in the question, the student will not
receive credit.
7. In questions requiring number sentences, the number sentences must be written horizontally.
8. When measuring angles with a protractor, there is a +/- 5 degrees deviation allowed of the true
measure.
9. Condition Code A is applied whenever a student who is present for a test session leaves an entire
constructed-response question in that session completely blank (no response attempted). This is not
to be confused with a score of zero wherein the student does respond to part or all of the question, but
that work results in a score of zero.
2024 Grades 3–8 Mathematics Educator Guide
27
2- and 3-Credit Constructed-Response Mathematics Scoring Policies (2024)
1. If a student shows the work in other than a designated “Show your work” or “Explain” area, that
work should still be scored.
2. If the question requires students to show their work, and the student shows appropriate work and
clearly identies a correct answer but fails to write that answer in the answer space, the student
should still receive full credit.
3. If students are directed to show work or provide an explanation, a correct answer with no work
shown or no explanation provided, receives no credit.
4. If students are not directed to show work, any work shown will not be scored. This applies to
questions that do not ask for any work and questions that ask for work for one part and do not ask
for work in another part.
5. If the student provides one legible response (and one response only), the rater should score the
response, even if it has been crossed out.
6. If the student has written more than one response but has crossed some out, the rater should score
only the response that has not been crossed out.
7. If the student provides more than one response, but does not indicate which response is to be considered
the correct response and none have been crossed out, the student shall not receive full credit.
8. Trial-and-error responses are not subject to Scoring Policy #6 above, since crossing out is part of the
trial-and-error process.
9. If a response shows repeated occurrences of the same conceptual error within a question, the conceptual
error should not be considered more than once in gauging the demonstrated level of understanding.
10. In questions requiring number sentences, the number sentences must be written horizontally.
11. When measuring angles with a protractor, there is a +/- 5 degrees deviation allowed of the true
measure.
12. Condition Code A is applied whenever a student who is present for a test session leaves an entire
constructed-response question in that session completely blank (no response attempted). This is not
to be confused with a score of zero wherein the student does respond to part or all of the question but
that work results in a score of zero.
2024 Grades 3–8 Mathematics Educator Guide
28
Mathematics Tools
Why Mathematics Tools?
These provisions are necessary for students to meet Standard for Mathematical Practice Five found throughout
the New York State Next Generation Mathematics Learning Standards:
Use appropriate tools strategically
Mathematically procient students consider the available tools when solving a mathematical
problem. Procient students are suciently familiar with tools appropriate for their grade or
course to make sound decisions about when each of these tools might be helpful, recognizing
both the insight to be gained and their limitations. Mathematically procient students at various
grade levels are able to identify relevant external mathematical resources, such as digital content
located on a website, and use them to pose or solve problems. They are able to use technological
tools to explore and deepen their understanding of concepts.
It is up to the student to decide when it will be helpful to use the mathematics tools to answer a question.
Rulers and Protractors
Students in Grade 3 must have a ruler for their exclusive use for both sessions of the test. Students in
Grades 4–8 must have a ruler and a protractor for their exclusive use for both sessions of the test. Students
with disabilities may use adapted rulers and protractors if this is indicated as a testing accommodation on the
student’s Individualized Education Program or Section 504 Accommodation Plan.
Note: Schools are responsible for supplying the appropriate tools for use with the Grades 3–8 Mathematics
Tests when testing with printed test booklets. A ruler tool and a protractor tool are provided to the student as
part of the computer testing delivery system, Nextera.
Calculators
Students in Grades 3–5 are NOT permitted to use a calculator on the 2024 Mathematics Tests.
Students in Grade 6 are NOT permitted to use a calculator with Session 1. For Session 2, students should have
exclusive use of a four-function calculator with a square root key or a scientic calculator. Graphing
calculators are NOT permitted.
Students in Grades 7–8 should have exclusive use of a scientic calculator for both Session 1 and
Session 2. Graphing calculators are NOT permitted.
For students testing on computers in Grades 6–8, a calculator is provided as part of the computer testing
delivery system, but schools should continue to supply students with exclusive use of the type of hand-held
calculator the students use for everyday mathematics instruction.
Value of Pi
Students should learn that π is an irrational number. For the constructed-response questions in Grades 7–8
(Session 2), the π key and the full display of the calculator should be used in computations. The approximate
values of π, such as 3.1416, 3.14, or
22
7
, are unacceptable.
More information on mathematics tool specications can be found in the School Administrator’s
Manual, Appendix E, located on the OSA website (http://www.nysed.gov/state-assessment/grades-3-8-
ela-and-math-test-manuals).
2024 Grades 3–8 Mathematics Educator Guide
29
Reference Sheets
Each student testing in Grades 5–8 will be provided with a mathematics reference sheet for their exclusive
use during both Session 1 and Session 2. It is recommended that throughout the year, teachers provide
students opportunities during classroom instruction to gain familiarity with the grade-level reference sheet.
Note: Due to certain standards’ expectations for Grades 7–8, conversion factors that go across measurement
systems are also provided. Students should utilize these conversion factors provided on the reference sheet
even though some of the conversion factors shown may not be exact.
Grade 5 Mathematics Reference Sheet
CONVERSIONS
1 yard = 3 feet
1 mile = 5,280 feet
1 mile = 1,760 yards
1 cup = 8 fluid ounces
1 pint = 2 cups
1 quart = 2 pints
1 gallon = 4 quarts
1 liter = 1,000 milliliters
1 pound = 16 ounces
1 ton = 2,000 pounds
1 kilogram = 1,000 grams
FORMULAS AND FIGURES
Right Rectangular Prism
V = l
×
w
×
h
V
= B
×
h
h
l
w
2024 Grades 3–8 Mathematics Educator Guide
30
Grade 6 Mathematics Reference Sheet
CONVERSIONS
1 yard = 3 feet
1 mile = 5,280 feet
1 cup = 8 fluid ounces
1 pint = 2 cups
1 quart = 2 pints
1 gallon = 4 quarts
1 liter = 1,000 milliliters
1 pound = 16 ounces
1 ton = 2,000 pounds
1 kilogram = 1,000 grams
FORMULAS AND FIGURES
Triangle Right Triangular Prism
Right Rectangular Prism
Right Rectangular Pyramid
V = lwh
V
= Bh
A
=
1
bh
2
h
b
h
l
w
h
QAI25614
2024 Grades 3–8 Mathematics Educator Guide
31
Grade 7 Mathematics Reference Sheet
CONVERSIONS
1 yard = 3 feet
1 mile = 5,280 feet
1 cup = 8 fluid ounces
1 pint = 2 cups
1 quart = 2 pints
1 gallon = 4 quarts
1 pound = 16 ounces
1 ton = 2,000 pounds
CONVERSIONS ACROSS MEASUREMENT SYSTEMS
1 inch = 2.54 centimeters
1 meter = 39.37 inches
1 mile = 1.609 kilometers
1 kilometer = 0.6214 mile
1 gallon = 3.785 liters
1 liter = 0.2642 gallon
1 pound = 0.454 kilogram
1 kilogram = 2.2 pounds
FORMULAS AND FIGURES
Simple Interest
I = prt where I is interest,
p is principal,
r is rate, and
t is time
Trapezoid
A = bh
Triangle
A =
1
bh
2
Parallelogram
Circle
C = 2πr
C
= πd
A
= πr
2
A =
1
h(b
1
+ b
2
)
2
V = Bh
General Prism
h
b
r
Right Triangular Prism
Right Rectangular Prism
Right Rectangular Pyramid
h
h
b
h
b
1
b
2
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2024 Grades 3–8 Mathematics Educator Guide
32
Grade 8 Mathematics Reference Sheet
CONVERSIONS
1 yard = 3 feet
1 mile = 5,280 feet
1 cup = 8 fluid ounces
1 pint = 2 cups
1 quart = 2 pints
1 gallon = 4 quarts
1 pound = 16 ounces
1 ton = 2,000 pounds
CONVERSIONS ACROSS MEASUREMENT SYSTEMS
1 inch = 2.54 centimeters
1 meter = 39.37 inches
1 mile = 1.609 kilometers
1 kilometer = 0.6214 mile
1 gallon = 3.785 liters
1 liter = 0.2642 gallon
1 pound = 0.454 kilogram
1 kilogram = 2.2 pounds
FORMULAS AND FIGURES
Trapezoid
A = bh
Triangle
A =
1
bh
2
Parallelogram
Circle
C = 2πr
C
= πd
A
= πr
2
V = πr
2
h
c
2
= a
2
+ b
2
V =
4
πr
3
3
A =
1
h(b
1
+ b
2
)
2
V =
1
πr
2
h
3
a
b
c
Sphere
Right Cylinder
Right Cone
Pythagorean Theorem
V = Bh
General Prism
h
b
r
r
h
r
h
r
h
b
h
b
1
b
2
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