B.E.S.T. Mathematics Reporting Category Statements

Reporting Category Statements

B.E.S.T. Standards: Mat

hematics

May 2024

Table of Contents

Introduction .................................................................................................................................................................................................................... 4

Additional Resources ...................................................................................................................................................................................................... 5

Grade 3 Mathematics Reporting Category Statements .................................................................................................................................................. 6

Grade 4 Mathematics Reporting Category Statements ................................................................................................................................................ 14

Grade 5 Mathematics Reporting Category Statements ................................................................................................................................................ 20

Grade 6 Mathematics Reporting Category Statements ................................................................................................................................................ 29

Grade 7 Mathematics Reporting Category Statements ................................................................................................................................................ 34

Grade 8 Mathematics Reporting Category Statements ................................................................................................................................................ 39

Algebra 1 Reporting Category Statements .................................................................................................................................................................. 44

Geometry Reporting Category Statements .................................................................................................................................................................. 49

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Introduction

Reporting Category Statements – B.E.S.T. Mathematics Standards 4

Office of Assessment Florida Department of Education

Introduction

Students who participate in one or more of Florida's statewide, standardized assessments in grades 3–10 and/or end-of-course (EOC)

assessments in Algebra 1, Geometry, Civic, U.S. History, and Biology 1 will receive a detailed score report that is unique to computer-adaptive

assessments for each assessment. Each report will contain detailed information about the student’s performance, narratives regarding strengths

and weaknesses, and suggestions as to steps parents/guardians can take to help students progress in their learning. The information in each

report is intended primarily for students and families and is not intended to replace classroom instruction.

The most detailed narrative is provided at the reporting category level. Reporting categories refer to major groupings of content and skills, such

as Reading Informational Text or Reading Prose and Poetry in English Language Arts (ELA); Number Sense and Operations with Whole

Numbers or Algebraic Reasoning in Mathematics; Nature of Science in Science; and Roles, Rights, and Responsibilities in Social Studies;

among others. For each of the reporting categories, three tiers of text have been created based on state academic standards and informed by the

Achievement Level Descriptors (ALDs) that were written by Florida educators. These tiers include Below Expectations, At/Near Expectations

or On Grade Level, and Above Expectations. These reports classify student performance into one of the three tiers based on student responses

to items that measure the benchmarks associated with that reporting category. Individual benchmark codes can be found in a report beneath the

name of the correlated reporting category. Each student’s report is tailored to provide specific information based on which of the three tiers that

each reporting category score falls into. This document provides the complete set of narratives so that stakeholders can see expectation

progressions within a reporting category and, if appropriate, across grades.

Each description included in these reports and the accompanying next steps were drafted by panels of Florida educators and reviewed by larger

Florida educator committees facilitated by EdCount, LLC, and consisting of Florida educators, specialists from the Bureau of Standards and

Instructional Support and other Florida Department of Education personnel.

It is important to keep in mind that a student’s overall score provides the most valid and reliable evidence of what the student knows and can do

with respect to the state academic standards. Due to the relatively small size of each reporting category, neither individual nor combined

reporting category performance should be used to infer overall performance.

For more information on Florida’s statewide, standardized assessments, please see the Statewide Assessments Guide. Please direct questions and

comments about these reports to Assessment@fldoe.org.

Additional Resources

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 5

Office of Assessment Florida Department of Education

Additional Resources

The following resources are available to support understanding of the test design for Florida’s statewide, standardized assessments and the

skills outlined in the state academic standards.

B.E.S.T. Standards Achievement Level Descriptions

Florida’s B.E.S.T. Standards: Mathematics

FAST Mathematics and B.E.S.T. EOC Test Design Summary

Grade 3 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 6

Office of Assessment Florida Department of Education

Grade 3 Mathematics Reporting Category Statements

Number Sense and Additive Reasoning

See Benchmarks for Excellent Student Thinking 3.NSO.1.1, 3.NSO.1.2, 3.NSO.1.3, 3.NSO.1.4, 3.NSO.2.1, 3.AR.1.2, 3.AR.3.1, 3.AR.3.3

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Compose and decompose (build and

break apart) four-digit numbers using

objects or drawings.

• Plot and compare numbers up to

10,000 using symbols (<, >, =) and a

number line with labeled intervals of

10s, 100s, or 1000s.

• Solve one-step word problems

involving addition, subtraction, basic

multiplication, and division.

• Identify a numerical pattern (e.g., What

is the rule for the number pattern: 5,

10, 15, 20, 25, . . .?).

• Determine whether a whole number

from 1 to 100 is even or odd.

• Round whole numbers up to 1,000 to

the nearest 10.

For example, your learner may be able to:

• Read and write numbers up to 10,000

using standard and word form.

• Compose and decompose (build and

break apart) four-digit numbers based

on place value.

• Plot whole numbers up to 10,000 on

number lines with different intervals

(50s, 100s, 1,000s).

• Compare numbers up to 10,000 using

symbols (<, >, =).

• Solve one- and two-step problems

involving addition and subtraction and

one-step problems involving

multiplication and division.

• Determine whether a whole number

from 1 to 1,000 is even or odd.

• Round whole numbers up to 1,000 to

the nearest 100.

• Identify numerical patterns (e.g.,

Bailey collects baseball cards every

day. This generates the pattern 4, 8,

12, 16, 20, . . . . What is the rule for

this number pattern?).

For example, your learner may be able to:

• Identify errors in mathematical

problems.

• Read and write numbers up to 10,000

in multiple ways.

• Demonstrate and explain the

composition and decomposition

(building and breaking apart) of

numbers.

• Round numbers up to 1,000 to the

nearest 10 or 100.

• Solve and explain one- and two-step

word problems involving the four

operations.

• Explain whether a whole number from

1 to 1,000 is even or odd.

• Identify, create, and extend numerical

patterns (e.g., Bailey collects 6

baseball cards every day. This

generates the pattern 6, 12, 18, . . . .

How many baseball cards will Bailey

have at the end of the sixth day?).

Next Steps

For example, have your learner:

• Write and read numbers greater than

1,000 when given verbally and in

written form.

• Use manipulatives, such as base-ten

blocks, to build number sense to the

hundreds and thousands in multiple

For example, have your learner:

• Read and write numbers in standard

form, word form, and expanded

notation up to the ten thousands

interchangeably.

For example, have your learner:

• Practice identifying, explaining, and

correcting errors in addition and

subtraction problems to demonstrate

fluency.

Grade 3 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 7

Office of Assessment Florida Department of Education

Number Sense and Additive Reasoning

See Benchmarks for Excellent Student Thinking 3.NSO.1.1, 3.NSO.1.2, 3.NSO.1.3, 3.NSO.1.4, 3.NSO.2.1, 3.AR.1.2, 3.AR.3.1, 3.AR.3.3

Indicator

Below Expectations

At/Near Expectations

Above Expectations

ways (e.g., 1,034 would be represented

with one thousand block, three tens

rods, and four unit cubes).

• Write three-digit numbers on separate

index cards (e.g., 368, 402). With the

cards, order several from least to

greatest, classify numbers as even or

odd, and practice addition and

subtraction.

• Identify the next number in a pattern

when given a series of numbers.

• Identify the thousands, hundreds, tens,

and ones place in given numbers and

practice rounding numbers to specific

place values (e.g., nearest 10 or 100).

• Identify which digit is in the thousands,

hundreds, tens, and ones place of a

given number.

• Decompose numbers in as many ways

as possible. Then, compare and

contrast the representations generated.

• Plot, order, and compare numbers up to

the ten thousands.

• Use manipulatives, such as base-ten

blocks, to build number sense to the

hundreds and thousands in multiple

ways (e.g., 1,034 would be represented

with ten hundreds and thirty-four

ones).

• Solve and explain word problems that

involve addition, subtraction,

multiplication, and division.

• Practice multiplication by flipping over

two cards of a card deck at a time.

• Read and write numbers in standard

form, word form, and expanded

notation up to one million.

• Solve and explain real-world problems

involving more than one operation.

Grade 3 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 8

Office of Assessment Florida Department of Education

Number Sense and Multiplicative Reasoning

See Benchmarks for Excellent Student Thinking 3.NSO.2.3, 3.NSO.2.4 (including 3.NSO.2.2), 3.AR.1.1, 3.AR.2.2, 3.AR.2.3 (including 3.AR.2.1),

3.AR.3.2, 3.GR.2.1, 3.GR.2.2

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Multiply whole numbers by factors of

1, 2, or 5 and related division facts.

• Multiply one-digit whole numbers by

10.

• Determine the product of one-digit

whole numbers by applying the

commutative property (e.g., 4 x 3 = 3 x

4).

• Determine whether an equation

involving multiplication or division

with up to three terms is true or false.

• Determine whether a whole number

from 1 to 100 is a multiple of a given

one-digit number when given a visual

representation.

• Find the area of a rectangle by

counting unit squares that cover the

figure.

For example, your learner may be able to:

• Multiply whole numbers by factors up

to and including 10 and related division

facts.

• Multiply one-digit whole numbers by

multiples of 10 (up to 90).

• Determine the product of three or more

whole numbers within 12 by applying

the commutative and/or associative

property [e.g., 2 x (4 x 3) = 3 x (4 x 2)].

• Determine whether an equation

involving multiplication and division

with up to four terms is true or false.

• Determine unknown numbers in

multiplication and division problems

with an unknown number in different

positions.

• Determine whether a whole number in

the range of 1 to 100 is a multiple of a

given number.

• Find the area of a rectangle in square

units by using a visual model (e.g.,

using unit squares along the perimeter

and relating it to an array model).

For example, your learner may be able to:

• Multiply whole numbers by factors up

to and including 12 and related division

facts.

• Identify and correct errors in equations.

• Multiply a one-digit number and a two-

digit number by applying the

distributive property [e.g., 5 x (20 + 4)

= (5 x 20) + (5 x 4)].

• Determine whether an equation using

the four operations is true or false and

rewrite false equations as true.

• Determine whether a whole number

from 1 to 144 is a multiple of a given

number up to factors of 12.

• Find the area of a rectangle with whole

number side lengths.

Next Steps

For example, have your learner:

• Group small objects, such as beans,

into equal groups and count them.

• Practice counting by multiples of any

given number up to 12.

• Practice basic multiplication facts by

rolling two dice and multiplying the

numbers.

For example, have your learner:

• Build automaticity with multiplication

and division facts up to 12 x 12.

• Play math games such as I’m thinking

of two numbers whose product is

between 15 and 25. What numbers

could I be multiplying?

For example, have your learner:

• Multiply two whole numbers with

products from 0 to 144 and identify

their related division facts.

• Identify and correct errors in incorrect

multiplication and division problems.

• Determine the common multiples when

given two numbers between 1 and 12.

Grade 3 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 9

Office of Assessment Florida Department of Education

Number Sense and Multiplicative Reasoning

See Benchmarks for Excellent Student Thinking 3.NSO.2.3, 3.NSO.2.4 (including 3.NSO.2.2), 3.AR.1.1, 3.AR.2.2, 3.AR.2.3 (including 3.AR.2.1),

3.AR.3.2, 3.GR.2.1, 3.GR.2.2

Indicator

Below Expectations

At/Near Expectations

Above Expectations

• Solve problems that require

multiplication by 10s (10, 20, 30 . . .)

up to 100.

• Determine an unknown number in a

multiplication or division equation with

a missing number in any position (e.g.,

7 x ? = 21).

• Find the area of a rectangle in square

units by counting units tiled along the

perimeter.

• Solve real-life situations you encounter

such as how many days until a holiday

that is in 3 weeks or how many

balloons you will need if 6 children

each get 5 balloons.

• Identify and explain errors in

multiplication and division problems.

• Practice finding the area of small

rectangular figures such as cell phones

and books with the length and width

labeled.

• Solve multi-step problems in a real-

world context using the four

operations.

• Calculate the area of a rectangle

observed in real-life settings.

Grade 3 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 10

Office of Assessment Florida Department of Education

Fractional Reasoning

See Benchmarks for Excellent Student Thinking 3.FR.1.1, 3.FR.1.2, 3.FR.1.3, 3.FR.2.1, 3.FR.2.2

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Use a model and fractional notation to

represent a fraction. Denominators are

limited to 2, 3, 4, 5, and 6.

• Use a visual model to decompose

(break apart) a fraction into unit

fractions (e.g., the fraction

is the

same as

• Read and write fractions less than one

in numeral-word form, word form, and

standard form. Denominators are

limited to 2, 3, and 4 (e.g., the fraction

written in word form is one-half).

• Plot fractional numbers with the same

numerator or denominator on a number

line.

• Identify equivalent fractions that

represent one whole (e.g., both

and

equal 1) and one-half (e.g.,

and

)

using a visual model.

For example, your learner may be able to:

• Read and write fractions in numeral-

word form, word form, and standard

form (e.g., the fraction

written in

word form is three-fourths and

numeral-word form is 3 fourths).

• Plot and compare fractional numbers

with the same numerator or

denominator.

• Identify equivalent fractions (e.g.,

and

) using a visual model.

Denominators are limited to 2, 3, 4, 5,

6, 8, 10, and 12.

For example, your learner may be able to:

• Represent and interpret fractions

including when fractions greater than

one are separated into unit parts.

• Read and write fractions in various

forms, including fractions greater than

1 (the fraction

written in word form is

three-halves and numeral-word form is

3 halves).

• Order and compare fractions with the

same numerator or denominator.

• Identify errors in fractional reasoning.

• Demonstrate and explain why two

fractions can be identified as

equivalent or non-equivalent.

Next Steps

For example, have your learner:

• Identify household items as part of a

set or food items sectioned into equal

parts as fractions. Identify the fraction

that one part represents and add some

or all of the equal parts.

• Explain whether the fraction part gets

larger or smaller when the denominator

is changed.

For example, have your learner:

• Use food item sections to represent

fractions that have a denominator from

2 to 6 and 8 to 10.

• Use measuring cups to demonstrate

how many

cups are in 1 cup or how

many times you refill

cup to make 2

cups.

• Explain whether a fraction is larger or

smaller than another when the

For example, have your learner:

• Decompose (break apart) a fraction

greater than one into two fractions with

one being equal to one.

• Solve real-world problems involving

the addition of fractions with the same

denominator.

• Plot, order, and compare fractions with

the same numerator or denominator

and explain their reasoning.

Grade 3 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 11

Office of Assessment Florida Department of Education

Fractional Reasoning

See Benchmarks for Excellent Student Thinking 3.FR.1.1, 3.FR.1.2, 3.FR.1.3, 3.FR.2.1, 3.FR.2.2

Indicator

Below Expectations

At/Near Expectations

Above Expectations

• Draw equivalent parts (e.g.,

and

) of

food items such as a sandwich, cake, or

pie.

• Use rulers to explore the concept of

fractions on a number line (with

emphasis on halves and fourths).

numerators are the same and the

denominators are different.

• Add unit fractions that equal a fraction

greater than one (e.g.,

• Order fractions from smallest to

largest.

• Write an equivalent fraction to a

provided fraction. Discuss why the

fractions are equivalent.

• Explain how a fraction greater than one

may represent one or more wholes and

an additional amount.

• Generate equivalent fractions.

Grade 3 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 12

Office of Assessment Florida Department of Education

Geometric Reasoning, Measurement, and Data Analysis and Probability

See Benchmarks for Excellent Student Thinking 3.GR.1.1, 3.GR.1.2, 3.GR.1.3, 3.GR.2.3, 3.GR.2.4, 3.M.1.1, 3.M.1.2, 3.M.2.1, 3.M.2.2, 3.DP.1.2

(including 3.DP.1.1)

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Select and use appropriate tools to

measure length, liquid volume, and

temperature to the nearest whole unit.

• Identify points, lines, line segments,

rays, intersecting lines, perpendicular

lines, and parallel lines.

• Identify parallelograms, rhombi,

rectangles, squares, and trapezoids as

examples of quadrilaterals.

• Draw a single line of symmetry in a

two-dimensional figure.

• Solve mathematical or real-world

problems involving the perimeter or

area of rectangles.

• Solve real-world problems involving

addition and subtraction with whole-

number lengths, volumes, weights, and

temperatures.

• Use a digital clock to tell and write the

time to the nearest minute and

designate it as a.m. or p.m.

• Solve problems involving elapsed time

within the same hour.

• Match a data set to a visual

representation (bar graph or

pictograph).

For example, your learner may be able to:

• Select and use appropriate tools to

measure length, liquid volume, and

temperature to the nearest half or

quarter unit.

• Identify and draw points, lines, line

segments, rays, intersecting lines,

perpendicular lines, and parallel lines.

• Identify and draw parallelograms,

rhombi, rectangles, squares, and

trapezoids as examples of

quadrilaterals.

• Draw two or more lines of symmetry in

two-dimensional shapes.

• Solve mathematical or real-world

problems involving the perimeter and

area of rectangles, including figures

composed of two or more rectangles.

• Tell and write time to the nearest

minute using an analog clock.

• Solve problems involving elapsed time.

• Represent and interpret data using

tables, pictographs, bar graphs, or line

plots.

For example, your learner may be able to:

• Identify errors in measurement and

elapsed time problems.

• Classify triangles and quadrilaterals

(parallelograms, rhombi, rectangles,

squares, and trapezoids) according to

their attributes (such as parallel or

perpendicular lines, right angles,

number and lengths of sides).

• Describe, identify, and draw all lines of

symmetry in two-dimensional shapes

and explain why some shapes may not

have any lines of symmetry.

• Collect, represent, interpret, and

compare data using tables, pictographs,

bar graphs, circle graphs, or line plots.

Next Steps

For example, have your learner:

• Select the appropriate tool and measure

the length (to the nearest half and

quarter inch) and liquid volume (to the

For example, have your learner:

• Identify errors in length, liquid volume,

and temperature measurements when

provided with an incorrect

measurement.

For example, have your learner:

• Identify errors and make corrections in

measurement and elapsed time

problems.

Grade 3 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 13

Office of Assessment Florida Department of Education

Geometric Reasoning, Measurement, and Data Analysis and Probability

See Benchmarks for Excellent Student Thinking 3.GR.1.1, 3.GR.1.2, 3.GR.1.3, 3.GR.2.3, 3.GR.2.4, 3.M.1.1, 3.M.1.2, 3.M.2.1, 3.M.2.2, 3.DP.1.2

(including 3.DP.1.1)

Indicator

Below Expectations

At/Near Expectations

Above Expectations

nearest half and quarter cup) of items

found in real-life settings.

• Identify objects in real-life settings that

have lines; line segments; or

perpendicular, parallel, or intersecting

lines.

• Use everyday objects such as

toothpicks, marshmallows, twist ties,

or paper to construct basic shapes.

• Identify shapes from real-life settings

that include parallelograms, rhombi,

rectangles, squares, and trapezoids.

• Locate objects with different lines of

symmetry (e.g., shapes, letters,

numbers), including objects with no

lines of symmetry.

• Practice using a ruler or measuring tape

to find the perimeter and area of small

rectangular figures such as cell phones

and books.

• Tell time on an analog and a digital

clock.

• Discuss and interpret data displays

found in various media.

• Describe and draw points, lines, line

segments, rays, intersecting lines, and

perpendicular and parallel lines and

identify each in two-dimensional

figures.

• Identify shapes seen in the real world

such as shapes of traffic signs or

objects in the home such as food

containers, patterns in quilts, or shapes

in furniture.

• Fold a paper in half and draw a shape

along the fold; cut out the shape and

unfold the paper to create a

symmetrical shape.

• Use a formula to calculate the area and

perimeter of rectangles.

• Find elapsed time between events

during the day.

• Complete a graph (bar graph,

pictograph, or circle graph) that has

missing data.

• Classify quadrilaterals and triangles in

multiple ways.

• Describe how points, lines, line

segments, rays, intersecting lines, and

perpendicular and parallel lines are

attributes that can be used to define

shapes.

• Complete a partial figure given a line

of symmetry.

• Create a survey for friends and family,

collect data, and graph (bar graph,

pictograph, circle graph, or line plot)

the results. Ask your learner to discuss

what they learned from the survey

results.

Grade 4 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 14

Office of Assessment Florida Department of Education

Grade 4 Mathematics Reporting Category Statements

Number Sense and Operations with Whole Numbers

See Benchmarks for Excellent Student Thinking 4.NSO.1.1, 4.NSO.1.2, 4.NSO.1.3, 4.NSO.1.4, 4.NSO.1.5, 4.NSO.2.3 (including 4.NSO.2.2 and

4.NSO.2.1), 4.NSO.2.4 (including 4.NSO.2.1), 4.NSO.2.5, 4.AR.1.1, 4.AR.2.1, 4.AR.2.2, 4.AR.3.1, 4.AR.3.2

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Round numbers from 0 to 10,000 to the

nearest 1,000.

• Read, write, and plot numbers up to

100,000 on a number line.

• Plot and compare decimals up to the

tenths using comparison symbols (<, >,

=).

• Solve problems involving

multiplication and division with factors

up to 12.

• Multiply multidigit numbers by 10 or

100.

• Solve mathematical and real-world

problems involving division of

numbers up to three digits by one digit

without a remainder.

• Determine whether an equation of no

more than two operands on either side

(e.g., 56 ÷ 8 = 3 x 7) is true or false.

• Determine whether a number from 0 to

20 is prime, composite, or neither.

• Identify and extend a numerical pattern

from a given rule.

For example, your learner may be able to:

• Express that a digit in one place

represents 10 times as much as it

represents in the place to the right.

• Read and write numbers up to

1,000,000 using standard, expanded,

and word forms.

• Round whole numbers up to 10,000 to

the nearest 10, 100, or 1000.

• Plot and compare decimals up to the

hundredths using comparison symbols

(<, >, =).

• Plot and compare numbers up to

1,000,000.

• Solve mathematical and real-world

problems involving multiplication of

two whole numbers up to three-digit

numbers by two-digit numbers.

• Solve mathematical and real-world

problems involving division of

numbers up to three digits by one digit

with or without a remainder.

• Determine whether an equation using

any of the four operations using whole

numbers is true or false.

• Determine whether a whole number

from 0 to 144 is prime, composite, or

neither.

For example, your learner may be able to:

• Explain how the value of a digit

changes if the digit moves one place to

the left or right.

• Read and write numbers to 1,000,000

using standard, expanded, and word

forms interchangeably.

• Plot, compare, and order two or more

decimals up to the hundredths using

comparison symbols (<, >, =).

• Plot, compare, and order two or more

numbers up to 1,000,000.

• Solve mathematical and real-world

problems involving multiplication and

division, including problems in which

the remainders must be interpreted

within the context.

• Determine and explain whether an

equation using any of the four

operations using whole numbers is true

or false.

• Determine factor pairs and explain why

a number is prime, composite, or

neither.

Grade 4 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 15

Office of Assessment Florida Department of Education

Number Sense and Operations with Whole Numbers

See Benchmarks for Excellent Student Thinking 4.NSO.1.1, 4.NSO.1.2, 4.NSO.1.3, 4.NSO.1.4, 4.NSO.1.5, 4.NSO.2.3 (including 4.NSO.2.2 and

4.NSO.2.1), 4.NSO.2.4 (including 4.NSO.2.1), 4.NSO.2.5, 4.AR.1.1, 4.AR.2.1, 4.AR.2.2, 4.AR.3.1, 4.AR.3.2

Indicator

Below Expectations

At/Near Expectations

Above Expectations

• Generate, describe, and extend a

numerical pattern that follows a given

rule.

Next Steps

For example, have your learner:

• Write numbers up to 100,000 in

expanded and word form.

• Use one-dollar bills, dimes, and

pennies to make various money

amounts; discuss how many ones,

tenths, and hundredths are in each

group and write the amounts.

• Plot numbers up to 100,000 on a

number line.

• Build automaticity with multiplication

and related division facts up to 12 x 12.

Use a deck of cards to flip 2 cards over

to be multiplied.

• Multiply two-digit numbers by two-

digit numbers.

• Estimate products to check for

reasonableness.

• Identify numbers up to 144 as prime,

composite, or neither using arrays or

models.

For example, have your learner:

• Practice reading and writing numbers

in word, expanded, and standard form

up to the millions.

• Practice rounding whole numbers from

0 to 10,000 to the nearest ten, hundred,

and thousand.

• Use one-dollar bills, dimes, and

pennies to make various money

amounts, compare them, and order the

amounts from least to greatest.

• Practice multiplication and division

facts up to 12 x 12 with automaticity.

Use a deck of cards to flip 2 cards over

to be multiplied.

• Make a list of the factor pairs of whole

numbers up to 144.

• Divide a whole number up to four

digits by a one-digit number and

represent remainders as a fractional

part of the divisor.

• Identify and correct errors in numerical

patterns.

• Estimate products and quotients to

check for reasonableness.

For example, have your learner:

• Divide a dollar into dimes or dimes

into pennies and discuss how many

ones, tenths, and hundredths are

present, showing equivalent amounts.

• Explain how the value of a digit

changes when a digit is moved two

places to the right or left when given a

number.

• Identify and correct errors in real-

world and mathematical problems

using multiplication (3 digits by 2

digits) and division (3 digits by 1

digit).

Grade 4 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 16

Office of Assessment Florida Department of Education

Number Sense and Operations with Fractions and Decimals

See Benchmarks for Excellent Student Thinking 4.NSO.2.6, 4.FR.1.1, 4.FR.1.2, 4.FR.1.3, 4.FR.1.4, 4.FR.2.1, 4.FR.2.2, 4.FR.2.3, 4.AR.1.2, 4.AR.1.3

(including 4.FR.2.4), 4.M.2.2 (including 4.NSO.2.7)

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Model a fraction less than one with the

denominator 10 as an equivalent

fraction with the denominator 100.

• Represent fractions less than one with

denominators of 10 or 100 in decimal

notation (e.g.,

= 0.2).

• Identify equivalent fractions, including

fractions greater than one, using

models.

• Plot fractions less than one on a

number line.

• Decompose (break apart) fractions less

than one into a sum of two fractions

(e.g.,

• Solve problems involving addition and

subtraction of fractions less than one

with like denominators with or without

using models.

• Solve problems involving

multiplication of a fraction and a whole

number with or without using models.

• Solve one-step problems involving

adding and subtracting money with

decimal notation.

For example, your learner may be able to:

• Identify the number that is one-tenth

more and one-tenth less than a given

number (e.g., one-tenth more than 2.31

is 2.41).

• Model and write decimal fractions that

are equivalent and use that

understanding to generate decimals and

decimal notation.

• Identify equivalent fractions including

fractions greater than one.

• Compare fractions, mixed numbers,

and fractions greater than one using

symbols (<, >, =) and reason about

their size.

• Decompose (break apart) fractions

greater than one into a sum of

fractions.

• Solve problems involving addition and

subtraction of fractions with like

denominators and multiplication of a

fraction by a whole number.

• Add a fraction with a denominator of

10 to a fraction with a denominator of

100.

• Multiply a fraction by a whole number.

• Add and subtract money with decimal

notation.

For example, your learner may be able to:

• Identify the number that is one-tenth

more, one-tenth less, one-hundredth

more, and one-hundredth less than a

given number (e.g., one-hundredth less

than 5.45 is 5.44).

• Model and express a fraction, including

mixed numbers and fractions greater

than one, with the denominator 10 as

an equivalent fraction with the

denominator of 100.

• Represent fractions as decimals and

decimals as fractions, including

fractions greater than one and mixed

numbers.

• Generate equivalent fractions.

• Plot on a number line, order, and

compare fractions with different

numerators and denominators.

• Multiply a fraction by a whole number.

• Decompose (break apart) mixed

numbers into a sum of fractions in

multiple ways.

• Solve one- and two-step addition and

subtraction problems involving money.

Next Steps

For example, have your learner:

• Generate equivalent fractions using

household items as parts of a set, food

For example, have your learner:

• Plot on a number line, order, and

compare fractions with different

denominators and numerators.

For example, have your learner:

• Identify and correct errors in

equivalent fractions.

Grade 4 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 17

Office of Assessment Florida Department of Education

Number Sense and Operations with Fractions and Decimals

See Benchmarks for Excellent Student Thinking 4.NSO.2.6, 4.FR.1.1, 4.FR.1.2, 4.FR.1.3, 4.FR.1.4, 4.FR.2.1, 4.FR.2.2, 4.FR.2.3, 4.AR.1.2, 4.AR.1.3

(including 4.FR.2.4), 4.M.2.2 (including 4.NSO.2.7)

Indicator

Below Expectations

At/Near Expectations

Above Expectations

items, baking measurements, and coin

denominations.

• Use dimes and pennies to model

equivalence between amounts

expressed in tenths and hundredths.

• Add money amounts from

advertisements.

• Solve real-world problems involving

addition and subtraction of fractions

with like denominators (e.g.,

combining cake mixes and adding the

ingredients with fractions).

• Relate multiplication of whole numbers

and fractions to repeated addition (e.g.,

3 x

• Compare fractional amounts while

cooking (e.g., If one recipe calls for

cup of oil and another calls for

cup,

which recipe calls for more oil?).

• Demonstrate and explain the

equivalency of two fractions expressed

with different denominators.

• Add and subtract fractions and mixed

numbers with like denominators.

• Solve real-world problems involving

multiplication of a fraction (e.g.,

determine the amount of ingredients

needed to bake 5 times the number of

cookies based on a recipe).

• Review an advertisement and subtract

items from a starting amount of $20.

Practice writing the amounts as

fractions and subtracting the fractions.

• Create and solve real-world problems

that involve adding and subtracting

fractions with like denominators (e.g.,

A group of friends ordered a pizza.

John ate

of the pizza, and Maya ate

of the pizza. How much of the pizza

did they eat together?).

Grade 4 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 18

Office of Assessment Florida Department of Education

Geometric Reasoning, Measurement, and Data Analysis and Probability

See Benchmarks for Excellent Student Thinking 4.GR.1.1, 4.GR.1.2, 4.GR.1.3, 4.GR.2.1, 4.GR.2.2, 4.M.1.1, 4.M.1.2, 4.M.2.1, 4.DP.1.1, 4.DP.1.2,

4.DP.1.3

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Convert within a single system of

measurement from larger units to

smaller units.

• Solve one-step real-world problems

involving distance.

• Select the appropriate tool to use when

measuring different quantities (length,

volume, weight, mass, and

temperature).

• Estimate angles using benchmark

angles (45, 90, 180).

• Measure angles using a protractor

when one ray aligns to 0 degrees.

• Solve one-step problems involving an

unknown angle measure.

• Solve perimeter problems with an

unknown side.

• Solve perimeter and area problems

with the same perimeter and different

area or same area and different

perimeter using a visual model.

• Identify the mode to answer questions

about a numerical data set using tables,

stem-and-leaf plots, or line plots.

For example, your learner may be able to:

• Convert within a single system of

measurement from smaller units to

larger units.

• Solve two-step word problems

involving distance and time less than

60 minutes.

• Select and use the appropriate tool to

measure different quantities (length,

volume, weight, mass, and

temperature).

• Identify angles as acute, right, obtuse,

straight, or reflex and estimate using

benchmark angles (30, 45, 60, 90,

180).

• Solve two-step problems involving

angle measures.

• Solve perimeter and area problems,

including problems with unknown

sides, for rectangles with whole

number side lengths.

• Solve perimeter and area problems

with the same perimeter and different

area or same area and different

perimeter.

• Identify the mode, median, and range

to answer questions about a numerical

data set involving fractional values

using tables, stem-and-leaf plots, or

line plots.

For example, your learner may be able to:

• Solve two-step word problems

involving distance and time using any

combination of the four operations.

• Identify, classify, and justify angles as

acute, right, obtuse, straight, or reflex

using two-dimensional figures.

• Measure angles using a protractor

when neither ray aligns to 0 degrees.

• Solve mathematical and real-world

problems involving an unknown angle

and write an equation to represent the

unknown.

• Write an equation to solve perimeter

and area problems, including problems

with unknown sides.

• Interpret a numerical data set by

collecting, representing, and solving

problems involving whole numbers

and/or fractional values.

Grade 4 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 19

Office of Assessment Florida Department of Education

Geometric Reasoning, Measurement, and Data Analysis and Probability

See Benchmarks for Excellent Student Thinking 4.GR.1.1, 4.GR.1.2, 4.GR.1.3, 4.GR.2.1, 4.GR.2.2, 4.M.1.1, 4.M.1.2, 4.M.2.1, 4.DP.1.1, 4.DP.1.2,

4.DP.1.3

Indicator

Below Expectations

At/Near Expectations

Above Expectations

Next Steps

For example, have your learner:

• Collect measurements using

appropriate tools and convert units

from smaller to larger units within a

single system of measurement.

• Identify and use appropriate tools to

measure items such as a measuring

tape, scale, ruler, measuring spoons, or

measuring cup.

• Identify types of angles found in real-

life settings and discuss approximately

how many degrees each angle is. For

example, the angle formed by a tree

and its shadow.

• Use a protractor to measure angles in

whole-number degrees.

• Calculate the area and perimeter of

objects in real-life settings.

• Read graphs, line plots, and stem-and-

leaf plots in the real world. Determine

the median, mode, and range of the

data set.

For example, have your learner:

• Convert within a single system of

measurement (kilometers, meters,

centimeters, millimeters; kilograms,

grams; liters, milliliters; and hours,

minutes, seconds).

• Measure objects with precision using a

measuring tape, scale, or ruler when

appropriate.

• Identify angles in a real-world or

mathematical context as acute, right,

obtuse, straight, or reflex and justify

the reasoning.

• Review data presented in print or

online and discuss the median, mode,

and range of the data and how it

contributes to their understanding of

the data set.

• Predict and calculate distance and time

measurements.

For example, have your learner:

• Create real-world problems to convert

within a single system of measurement

(yards, feet, inches; kilometers, meters,

centimeters, millimeters; pounds,

ounces; kilograms, grams; gallons,

quarts, pints, cups; liters, milliliters;

and hours, minutes, seconds).

• Classify triangles and quadrilaterals

into categories according to their

defining characteristics, such as

number of parallel sides, sides same

length, or the presence of a right angle.

• Identify the error in a real-world

problem for area and perimeter and

solve (e.g., Stevie has a rectangular

garden that is 8 feet long and 15 feet

wide. He stated that he needs 120 feet

of fencing to put around his garden. Is

Stevie correct? Explain).

• Review data presented in print or

online and discuss the median, mode,

and range of the data and compare the

meaning of each value as it relates to

the data set.

• Create real-world distance and time

problems.

Grade 5 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 20

Office of Assessment Florida Department of Education

Grade 5 Mathematics Reporting Category Statements

Number Sense and Operations with Whole Numbers

See Benchmarks for Excellent Student Thinking 5.NSO.1.1, 5.NSO.1.2, 5.NSO.1.3, 5.NSO.1.4, 5.NSO.1.5, 5.NSO.2.1, 5.NSO.2.2

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Recognize how the value of a digit in a

multi-digit number changes if the digit

moves one place to the left (10 times as

much) or right (

as much).

• Read and write multi-digit numbers to

the tenths place in word form, standard

form, and expanded notation.

• Plot on a number line and compare

multi-digit numbers with decimals to

the hundredths using symbols (<, >, =).

• Round multi-digit numbers with

decimals to the tenths.

• Multiply multi-digit numbers by two

digits.

• Divide a multi-digit number by a one-

digit divisor.

• Compose and decompose numbers

with decimals to the tenths in multiple

ways.

For example, your learner may be able to:

• Express how the value of a digit in a

multi-digit number with decimals to

the hundredths changes as it moves one

or more places to the left or right.

• Read and write numbers with decimals

to the hundredths in word form,

standard form, and expanded notation.

• Plot on a number line, order, compare

multi-digit numbers with decimals to

the thousandths using symbols (<, >,

=).

• Round multi-digit numbers with

decimals up to the hundredths.

• Multiply up to five-digit by two-digit

whole numbers.

• Divide up to five-digit by one-digit

whole numbers and represent

remainders as fractions.

• Compose and decompose numbers

with decimals to the hundredths.

For example, your learner may be able to:

• Identify the error and express how a

digit in a multi-digit number with

decimals to the thousandths changes as

it moves one or more places to the left

or right.

• Read and write numbers with decimals

to the thousandths in word form,

standard form, and expanded notation

interchangeably.

• Plot on a number line, order and

compare multi-digit numbers with

decimals to the thousandths.

• Round multi-digit numbers with

decimals to the thousandths and

generate possible numbers given their

rounded value.

• Multiply multi-digit whole numbers

with procedural fluency.

• Divide five-digit by two-digit whole

numbers and represent remainders as

fractions with procedural fluency.

• Compose and decompose numbers

with decimals to the thousandths in

multiple ways.

Next Steps

For example, have your learner:

• Write the price of items from a paper

or online advertisement in multiple

ways (e.g., $276.23 as 27 tens + 6 ones

+ 23 hundredths) and read the number

out loud.

For example, have your learner:

• Plot on a number line, order, and

compare numbers that include decimals

up to the thousandths.

• Use a paper or online advertisement to

identify prices that would round to a

For example, have your learner:

• Identify and correct errors when given

a problem involving the comparison,

multiplication, or division of multi-

digit whole numbers.

Grade 5 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 21

Office of Assessment Florida Department of Education

Number Sense and Operations with Whole Numbers

See Benchmarks for Excellent Student Thinking 5.NSO.1.1, 5.NSO.1.2, 5.NSO.1.3, 5.NSO.1.4, 5.NSO.1.5, 5.NSO.2.1, 5.NSO.2.2

Indicator

Below Expectations

At/Near Expectations

Above Expectations

• Practice rounding multi-digit numbers

to various place values.

• Multiply multi-digit whole numbers

using a preferred method such as an

area model, partial products, etc.

• Divide multi-digit whole numbers and

represent remainders as fractions.

• Practice place value concepts

(decomposing, comparing, ordering,

effects of moving the decimal to the

left or right) with decimals to the

hundredths using money and other

real-world numbers.

given amount (e.g., an amount rounded

to tenths―a dime).

• Multiply (up to five digits by two

digits) and divide (up to five digits by

one digit) whole numbers with fluency.

• Solve real-world problems involving

multiplication of multi-digit whole

numbers and division of five-digit

whole numbers by two-digit whole

numbers and explain why the solution

is reasonable using estimation.

• Generate a new multi-digit number that

is 10, 100, or 1,000 times larger or

smaller than the starting number.

Grade 5 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 22

Office of Assessment Florida Department of Education

Number Sense and Operations with Fractions and Decimals

See Benchmarks for Excellent Student Thinking 5.NSO.2.3, 5.NSO.2.5 (including 5.NSO.2.4), 5.FR.1.1, 5.FR.2.1, 5.FR.2.2, 5.FR.2.3, 5.FR.2.4, 5.AR.1.2,

5.AR.1.3, 5.M.2.1

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Multiply and divide multi-digit whole

numbers by one-tenth.

• Given a mathematical or real-world

context, add and subtract fractions less

than one with unlike denominators

using models and various strategies.

• Multiply two fractions less than one

whole.

• Use drawings and models to solve

mathematical and real-world problems

involving division of a whole number

by a unit fraction.

• Solve one-step word problems using

division of a whole number by a unit

fraction.

• Represent division of two whole

numbers as a fraction.

For example, your learner may be able to:

• Multiply and divide multi-digit

numbers with decimals to the

hundredths by one-tenth given a

mathematical or real-world context.

• Add and subtract fractions, mixed

numbers, and fractions greater than one

with unlike denominators.

• Multiply a fraction, including fractions

greater than one, by a fraction less than

a whole.

• Solve real-world problems involving

the addition, subtraction, or

multiplication of fractions.

• Solve mathematical and real-world

problems involving the addition and

subtraction of decimals.

• Solve mathematical and real-world

problems involving the division of a

whole number by a unit fraction and a

unit fraction by a whole number.

• Solve two-step word problems using

multiplication and division.

For example, your learner may be able to:

• Multiply and divide multi-digit

numbers using estimation, rounding,

and place value.

• Identify errors in the division of two

whole numbers as a fraction given real-

world context.

• Multiply a fraction by a fraction,

including mixed numbers and fractions

greater than one.

• Solve multistep real-world problems

involving the addition, subtraction,

multiplication, or division of fractions,

including interpreting the remainder.

• Solve for an unknown numerator or

denominator given the sum or

difference.

Next Steps

For example, have your learner:

• Multiply and divide multi-digit

numbers with decimals in the tenths

and hundredths.

• Practice calculation with decimals

using estimation and rounding. For

example, round the prices of items

while shopping at the store and

estimate the total.

For example, have your learner:

• Add, subtract, multiply, and divide

multi-digit numbers with decimals to

the hundredths. For example, while

getting gas, determine how much it

would cost for 10 gallons of gas.

• Solve multi-step real-world problems

involving money using decimal

notation. For example, use a

For example, have your learner:

• Solve multi-step real-world problems

involving fractions and decimals.

• Identify the errors in problems

involving fractions or decimals and

make corrections.

• Create, solve, and explain fraction

word problems involving any of the

four operations.

Grade 5 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 23

Office of Assessment Florida Department of Education

Number Sense and Operations with Fractions and Decimals

See Benchmarks for Excellent Student Thinking 5.NSO.2.3, 5.NSO.2.5 (including 5.NSO.2.4), 5.FR.1.1, 5.FR.2.1, 5.FR.2.2, 5.FR.2.3, 5.FR.2.4, 5.AR.1.2,

5.AR.1.3, 5.M.2.1

Indicator

Below Expectations

At/Near Expectations

Above Expectations

• Add and subtract fractions greater than

one with unlike denominators.

• Use a recipe to add two dry ingredients

with fractional amounts, including

mixed numbers.

• Discuss how when multiplying a whole

number by a fraction less than one

results in a smaller number and how

multiplication by a fraction greater

than one results in a larger number.

• Solve two-step problems involving

money using decimal notation with at

least one step including multiplication

or division (e.g., Martin has $33.00.

He makes $8.50 per hour babysitting.

How many hours does he need to

babysit to have a total of $135.00?).

checkbook register to keep a record of

items purchased and money earned

with the balance after each transaction.

• Use everyday objects to explore

fractions such as describing how much

each person will receive if you have

four candy bars to share among three

people.

• Identify errors in fraction problems

involving any of the four operations.

Grade 5 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 24

Office of Assessment Florida Department of Education

Algebraic Reasoning

See Benchmarks for Excellent Student Thinking 5.AR.1.1, 5.AR.2.1, 5.AR.2.2, 5.AR.2.3, 5.AR.2.4, 5.AR.3.1, 5.AR.3.2

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Solve two-step real-world problems

involving addition/subtraction or

multiplication/division without

remainders.

• Translate one-step mathematical or

real-world descriptions into numerical

expressions.

• Use order of operations to evaluate

two-step expressions.

• Determine whether an equation

involving any of the four operations

with whole numbers is true or false.

• Determine an unknown whole number

with an unknown result.

• Use a two-column table to record

outputs when given all inputs and some

of the outputs (e.g., complete the table

below using the expression 4 + 3x).

For example, your learner may be able to:

• Solve two-step real-world problems

involving any combination of the four

operations, including interpreting the

remainder.

• Translate two-step real-world or

mathematical descriptions into

numerical expressions.

• Use order of operations to evaluate

multi-step expressions, including

parentheses.

• Determine whether an equation with

fractions or decimals using any of the

four operations is true or false.

• Solve a one-step equation with an

unknown in any position using any of

the four operations.

• Identify a rule with one procedural step

that describes a given numerical

pattern.

• Given a rule for a numerical pattern,

use a two-column table to record the

inputs and outputs (e.g., complete the

table below using the expression 6x +

3).

For example, your learner may be able to:

• Identify the error and solve multi-step

real-world problems involving any

combination of the four operations,

including interpreting the remainder.

• Translate multi-step mathematical or

real-world descriptions into numerical

expressions and numerical expressions

into mathematical descriptions.

• Identify errors and justify corrections

to multi-step expressions using order of

operations.

• Determine and explain whether an

equation using any of the four

operations is true or false.

• Determine an equation with an

unknown in any position using any of

the four operations when given a

mathematical or real-world context.

• Write an expression that can be a rule

for a given pattern (e.g., 2, 5, 8, 11, . . .

when n is equal to 1, 2, 3, 4 . . .

(Answer: 3n – 1)].

• Use a two-column table to record the

inputs and outputs when given a rule

for a numerical pattern (e.g., complete

the table below using the expression 4t

– 3 when the value of t is: 0, 2, 4, 6, 8).

Grade 5 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 25

Office of Assessment Florida Department of Education

Algebraic Reasoning

See Benchmarks for Excellent Student Thinking 5.AR.1.1, 5.AR.2.1, 5.AR.2.2, 5.AR.2.3, 5.AR.2.4, 5.AR.3.1, 5.AR.3.2

Indicator

Below Expectations

At/Near Expectations

Above Expectations

Next Steps

For example, have your learner:

• Solve two-step real-world problems

involving any of the four operations

with whole numbers including

interpreting remainders.

• Apply order of operations to evaluate

expressions with multiple operations

and parentheses.

• Determine whether a multiplication or

division equation involving decimals or

fractions is true or false.

• Practice finding unknown values (e.g.,

7 x t = 14).

• Given a word problem, write an

equation that can be used to solve the

equation. (e.g., Joey works at a

sandwich shop. He uses

pound of

turkey for each sandwich. What is an

equation Joey can use to find out how

much turkey he needs to make 8

sandwiches?).

• Generate a series of terms to represent

a pattern when given a rule and starting

number, including representing the

pattern in a two-column table.

For example, have your learner:

• Solve multi-step real-world problems

involving any of the four operations

with whole numbers. For example, use

addition, subtraction, and

multiplication while shopping for

multiple items or estimate and add a tip

at a restaurant.

• Determine whether an equation with

any of the four operations involving

decimals or fractions with multiple

operations and parentheses on either

side of the equal sign is true or false.

• Write an equation that could be used to

solve a problem in a real-world

context.

• Generate a two-step rule and record

inputs and outputs a two-column table.

For example, have your learner:

• Identify errors in multi-step real-world

problems using the four operations.

• When given a multi-step numerical

expression with errors, identify the

errors and make corrections.

• Create a numerical pattern and write

the rule for the number pattern.

Grade 5 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 26

Office of Assessment Florida Department of Education

Geometric Reasoning, Measurement, and Data Analysis and Probability

See Benchmarks for Excellent Student Thinking 5.GR.1.1, 5.GR.1.2, 5.GR.2.1, 5.GR.3.1, 5.GR.3.2, 5.GR.3.3, 5.GR.4.1, 5.GR.4.2, 5.DP.1.1, 5.DP.1.2,

5.M.1.1

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Solve one- or two-step problems that

involve converting measurement units

to equivalent measurements within a

single system of measurement.

• Identify a triangle or quadrilateral

based on a given attribute, such as

contains a right angle or parallel lines.

• Describe an attribute (number and

shape of faces, number and shape of

bases, whether or not there is an apex,

curved or straight edges and curved or

flat faces) and/or identify three-

dimensional figures limited to right

pyramids, right prisms, right circular

cylinders, right circular cones, and

spheres.

• Find the perimeter and area of a

rectangle with one fractional side

length when given a visual model.

• Solve mathematical or real-world

problems involving the volume of right

rectangular prisms with whole number

edge lengths not greater than 3 using a

visual model.

• Identify the origin, axes, and a graphed

point in the first quadrant of a

coordinate system.

For example, your learner may be able to:

• Solve problems in two or more steps

that involve converting measurement

units to equivalent measurements

within a single system of measurement.

• Classify and explain why a triangle or

quadrilateral would or would not

belong to a category based on an

attribute.

• Identify and classify three-dimensional

figures when given attributes, limited

to right pyramids, right prisms, right

circular cylinders, right circular cones,

and spheres.

• Find the perimeter and area of a

rectangle with fractional or decimal

side lengths using models.

• Solve mathematical or real-world

problems involving the volume of right

rectangular prisms with whole number

edge lengths not greater than 5 where

there may be an unknown edge length

using a visual model or a formula.

• Graph points in the first quadrant of a

coordinate system.

• Collect and represent numerical data

including fractional and decimal values

from tables, line graphs, or line plots.

• Interpret numerical data sets to

determine the mean, median, mode, or

range.

For example, your learner may be able to:

• Identify errors in problems that involve

converting measurement units to

equivalent measurements within the

same system.

• Classify triangles and quadrilaterals

into multiple categories and explain

why the shapes would or would not

belong to a category based on an

attribute.

• Identify and classify three-dimensional

figures into multiple categories based

on their defining attributes.

• Find the perimeter and area of a

rectangle with missing fractional or

decimal side lengths using formulas.

• Solve problems involving volume of

composite figures.

• Write an equation with a variable for

the unknown to represent a volume

problem with an unknown edge length.

• Given a real-world context, graph and

interpret ordered pairs in the first

quadrant of the coordinate plane.

• Collect, represent, and justify

numerical data including fractions and

decimals in tables, line graphs, or line

plots.

• When given the mean of a numerical

data set, find a missing value that is a

part of the data set.

Grade 5 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 27

Office of Assessment Florida Department of Education

Geometric Reasoning, Measurement, and Data Analysis and Probability

See Benchmarks for Excellent Student Thinking 5.GR.1.1, 5.GR.1.2, 5.GR.2.1, 5.GR.3.1, 5.GR.3.2, 5.GR.3.3, 5.GR.4.1, 5.GR.4.2, 5.DP.1.1, 5.DP.1.2,

5.M.1.1

Indicator

Below Expectations

At/Near Expectations

Above Expectations

Next Steps

For example, have your learner:

• Solve two-step real-world problems

converting measurements within a

single unit of measure.

• Classify different triangles and

quadrilaterals based on attributes, such

as the number of parallel or

perpendicular lines and type of angles.

• Identify and classify three-dimensional

figures (right pyramids, right prisms,

right circular cylinders, right circular

cones, and spheres) based on their

attributes. This can be done with

everyday objects found in real-life

settings such as tissue boxes, cans, or

furniture.

• Identify and label the origin, x-axis,

and y-axis of the first quadrant, then

graph points and label with the ordered

pair.

• Collect data from print or online

materials and use mean, median, mode,

and range to describe the data set.

• Solve real-world and mathematical

problems involving the volume of right

rectangular prisms.

For example, have your learner:

• Solve multi-step real-world problems

that involve converting measurement

units within a single unit of measure.

For example, use a measuring tape to

measure the length of items in the

home in feet, determine how many

inches that would be and re-measure

using inches to check your conversion.

• Classify different two- and three-

dimensional shapes (right pyramids,

right prisms, right circular cylinders,

right circular cones, and spheres) by

shared defining attributes (number and

shape of faces, number and shape of

bases, whether or not there is an apex,

curved or straight edges, and curved or

flat faces). This can be done with

everyday objects found in real-life

settings such as items in the pantry or

furniture.

• Find areas and perimeters of real-world

objects with side lengths that include

mixed numbers. Use a measuring tape

to measure items such as a coffee table

or nightstand and determine the area

and perimeter.

• Solve real-world problems involving

the volume of composite figures made

up of two or more rectangular prisms.

For example, have your learner:

• Find the area and perimeter of real-

world objects with side lengths that

include mixed numbers. Use a

measuring tape to measure items such

as a coffee table or nightstand and

determine the area and perimeter.

• Compare figures with different

dimensions based on their volume.

• Collect data from real-life situations

and calculate mean, median, mode, and

range to describe the data set.

• Represent a data set in more than one

way through a table, line graph, or line

plot and justify the best choice of data

representation.

Grade 5 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 28

Office of Assessment Florida Department of Education

Geometric Reasoning, Measurement, and Data Analysis and Probability

See Benchmarks for Excellent Student Thinking 5.GR.1.1, 5.GR.1.2, 5.GR.2.1, 5.GR.3.1, 5.GR.3.2, 5.GR.3.3, 5.GR.4.1, 5.GR.4.2, 5.DP.1.1, 5.DP.1.2,

5.M.1.1

Indicator

Below Expectations

At/Near Expectations

Above Expectations

• Convert the measurements of real-

world objects using a single system of

measurement.

• Collect data from real-life situations

and use mean, median, mode, and

range to describe the data set.

Grade 6 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 29

Office of Assessment Florida Department of Education

Grade 6 Mathematics Reporting Category Statements

Number Sense and Operations

See Benchmarks for Excellent Student Thinking 6.NSO.1.1, 6.NSO.1.2, 6.NSO.1.3, 6.NSO.1.4, 6.NSO.2.1, 6.NSO.2.2, 6.NSO.2.3, 6.NSO.3.1, 6.NSO.3.2,

6.NSO.3.3, 6.NSO.3.4, 6.NSO.3.5, 6.NSO.4.1, 6.NSO.4.2

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Use a horizontal number line to identify

positive and negative numbers.

• Compare absolute values.

• Multiply and divide multi-digit numbers

with decimals to the tenths or

hundredths place.

• Solve two-step real-world problems

involving addition, subtraction, and

multiplication.

• Find the greatest common factor within

100 or least common multiple with

factors to 10 of two whole numbers.

For example, your learner may be able to:

• Plot, order, and compare rational

numbers on a number line when given

in the same form.

• Interpret the absolute value of a

rational number as the distance from

zero on a number line.

• Interpret one-step absolute value

mathematical problems in a

mathematical context.

• Solve two-step real-world problems

involving addition, subtraction,

multiplication, and division with

positive rational numbers.

• Find the greatest common factor

within 1000 or least common multiple

with factors to 25.

• Evaluate positive rational numbers

with natural number exponents to 5.

For example, your learner may be able to:

• Plot and order rational numbers on a

number line.

• Compare rational numbers.

• Interpret and explain the absolute value

of a rational number (including zero) in

a real-world context.

• Solve and explain two-step absolute

value mathematical or real-world

problems.

• Explain the relationship between the

greatest common factor and rewriting

equivalent fractions.

• Solve multi-step problems involving

positive rational numbers.

• Rewrite the sum of two composite

whole numbers having a common

factor.

Next Steps

For example, have your learner:

• Identify which temperatures are closer to

zero when reading a weather report.

• Practice fractions and decimals by using

money transactions or dividing a pie into

fractions.

• Practice addition, subtraction,

multiplication, and division of positive

rational numbers.

• Calculate the cost of multiple items

when shopping.

For example, have your learner:

• Use visual models, such as candy,

food, integer chips, or number lines,

to add, subtract, multiply, and divide

integers.

• Change mixed numbers to fractions

greater than one and vice versa.

• Determine what amount of an

ingredient is needed to complete a

recipe.

For example, have your learner:

• Practice adding, subtracting,

multiplying, and dividing by using

real-world examples, such as

withdrawing and depositing money

into the bank.

• Find the greatest common factors

above 1000 and least common

multiples beyond 25.

• Discuss how exponents greater than 5

can be utilized in the real world.

Grade 6 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 30

Office of Assessment Florida Department of Education

Number Sense and Operations

See Benchmarks for Excellent Student Thinking 6.NSO.1.1, 6.NSO.1.2, 6.NSO.1.3, 6.NSO.1.4, 6.NSO.2.1, 6.NSO.2.2, 6.NSO.2.3, 6.NSO.3.1, 6.NSO.3.2,

6.NSO.3.3, 6.NSO.3.4, 6.NSO.3.5, 6.NSO.4.1, 6.NSO.4.2

Indicator

Below Expectations

At/Near Expectations

Above Expectations

• Rewrite larger numbers as the product of

smaller numbers.

• Use flashcards to practice academic

vocabulary (rational numbers,

exponents, integers, absolute value,

greatest common factor, and least

common multiple).

Grade 6 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 31

Office of Assessment Florida Department of Education

Algebraic Reasoning

See Benchmarks for Excellent Student Thinking 6.AR.1.1, 6.AR.1.2, 6.AR.1.3, 6.AR.1.4, 6.AR.2.1, 6.AR.2.2, 6.AR.2.3, 6.AR.2.4, 6.AR.3.1, 6.AR.3.2,

6.AR.3.3, 6.AR.3.4, 6.AR.3.5

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Translate written descriptions into

linear algebraic expressions.

• Represent an inequality on a number

line.

• Evaluate algebraic expressions using

substitution and order of operations

using positive integers.

• Solve one-step equations using

addition or subtraction with a visual

model.

• Write part-to-part ratios and identify

rates for a ratio of quantities using

different units.

For example, your learner may be able to:

• Translate between written descriptions

and linear algebraic expressions.

• Translate a real-world description into

an inequality and represent the

inequality on a number line.

• Apply properties of operations to

generate equivalent expressions with

positive integer coefficients.

• Solve one-step equations with positive

and negative integers.

• Solve math problems involving ratios,

rates, and unit rates.

• Write and interpret part-to-part and

part-to-whole ratios and show the

relative size of two quantities in the

same units.

For example, your learner may be able to:

• Translate between written descriptions

and linear algebraic expressions,

including error analysis and

justification.

• Evaluate algebraic expressions using

substitution and order of operations.

• Explain how properties of operations

generate equivalent algebraic

expressions.

• Write or solve equations in

mathematical and real-world contexts

using all operations and variables on

both sides of the equal sign.

• Write, interpret, and calculate ratios

and rates given real-world contexts.

• Interpret and explain relationships

between ratios.

• Explain the relationship between the

percent, the part, and the whole.

Next Steps

For example, have your learner:

• Use real-world scenarios to write

inequality statements.

• Practice using order of operations and

inverse operations.

• Determine whether certain numbers

would make situations become true or

not. For example, determine how many

items can be bought at a store with a

certain amount of money.

• Use algebra tiles to practice solving

one-step equations.

For example, have your learner:

• Write expressions and inequalities

when given numerical information in

real-world contexts (e.g. bank

statements).

• Practice solving problems involving

unit rates by using items found at a

store. For example, ask your learner to

determine the cost of each apple in a

given number of pounds.

• Practice part-to-part and part-to-whole

ratios by adjusting recipes. For

For example, have your learner:

• Translate between written descriptions

and linear algebraic expressions.

• Evaluate algebraic expressions using

substitution and order of operations.

• Write or solve equations using all

operations and variables given real-

world problems.

• Calculate and interpret unit rate for a

ratio of quantities with different units.

Grade 6 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 32

Office of Assessment Florida Department of Education

Algebraic Reasoning

See Benchmarks for Excellent Student Thinking 6.AR.1.1, 6.AR.1.2, 6.AR.1.3, 6.AR.1.4, 6.AR.2.1, 6.AR.2.2, 6.AR.2.3, 6.AR.2.4, 6.AR.3.1, 6.AR.3.2,

6.AR.3.3, 6.AR.3.4, 6.AR.3.5

Indicator

Below Expectations

At/Near Expectations

Above Expectations

• Calculate how long it will take to travel

somewhere if traveling at a consistent

speed the entire time.

example, increasing or decreasing the

number of ingredients needed while

keeping the ratios the same.

Grade 6 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 33

Office of Assessment Florida Department of Education

Geometric Reasoning, Data Analysis, and Probability

See Benchmarks for Excellent Student Thinking 6.GR.1.1, 6.GR.1.3 (including 6.GR.1.2), 6.GR.2.1, 6.GR.2.2, 6.GR.2.3, 6.GR.2.4, 6.DP.1.1, 6.DP.1.2,

6.DP.1.3, 6.DP.1.4, 6.DP.1.5, 6.DP.1.6

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Plot ordered pairs on a coordinate

plane.

• Find the surface area of right

rectangular prisms and pyramids, given

a net.

• Find the area of quadrilaterals with

positive integers.

• Use a box plot to find the minimum,

median, and maximum, and identify

the upper and lower quartiles.

• Describe the spread and distribution of

a histogram and line plot.

For example, your learner may be able to:

• Plot rational number ordered pairs in

all four quadrants on a coordinate

plane.

• Find the horizontal or vertical distance

between pairs, limited to the same y-

coordinate or the same x-coordinate in

any quadrant.

• Use the formula for the area of a

triangle, the volume or surface area of

a right rectangular prism, and the area

of composite figures to solve problems.

• Recognize a statistical question.

• Find the mean, median, mode, and

range from a data set.

• Use box plots and histograms to

describe data and determine key

features.

For example, your learner may be able to:

• Plot rational number ordered pairs, find

horizontal and vertical distances

between pairs in any quadrant, and

explain the line of reflection.

• Solve real-world problems involving

the area of quadrilaterals, composite

figures, and finding surface area.

• Formulate and explain statistical

questions and interpret mean, median,

mode, and range.

• Create and use a box plot, histogram,

or line plot in real-world contexts and

describe the distribution and spread of

the data.

• Explain how adding more data to a

data set will impact the mean, median,

mode, and range.

Next Steps

For example, have your learner:

• Practice plotting points and counting

spaces to generate fluency with

coordinate planes.

• Cut and measure different sizes of

rectangular prisms, such as boxes, to

find the surface area and volume of the

shape.

• Track the time engaged in a favorite

activity for a week and then find the

mean, median, mode, and range of the

data.

• Determine statistical questions from

different forms of media.

For example, have your learner:

• Practice finding the area, surface area,

and perimeter of different objects at

home, such as quadrilaterals, pyramids,

and triangles.

• Formulate statistical questions and

collect data and use the data to produce

graphs and charts.

• Discuss how adding more data to a

data set will impact the mean, median,

mode, and range.

• Use different forms of media to read

and interpret different graphical data

displays.

For example, have your learner:

• Use graph paper or coordinate grids to

plot ordered pairs and find the

perimeter and area of the shapes on the

grid.

• Create composite shapes and calculate

the area of each shape.

• Formulate statistical questions to

generate a data set and interpret the

data.

Grade 7 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 34

Office of Assessment Florida Department of Education

Grade 7 Mathematics Reporting Category Statements

Number Sense and Operations and Algebraic Reasoning

See Benchmarks for Excellent Student Thinking 7.NSO.1.1, 7.NSO.1.2, 7.NSO.2.1, 7.NSO.2.2, 7.NSO.2.3, 7.AR.1.2 (including 7.AR.1.1), 7.AR.2.1,

7.AR.2.2

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Identify exponential expressions.

• Identify equivalent fractions, mixed

numbers, and decimals.

• Use the four basic operations to solve

problems that include variables.

• Solve equations with minimal steps

using the order of operations, whole

number exponents, and absolute value.

• Solve one-step inequalities and two-

step equations with all positive integers

or one rational number.

For example, your learner may be able to:

• Apply Laws of Exponents to evaluate

exponential expressions.

• Rewrite different forms of rational

numbers to solve problems.

• Use the four basic operations to solve

problems involving rational numbers

and variables.

• Use the order of operations with

rational numbers in the same form,

including negatives, to solve both real-

world and mathematical problems.

• Write and solve one-step inequalities

and two-step equations with rational

numbers in the same form.

For example, your learner may be able to:

• Apply Laws of Exponents to generate

exponential expressions.

• Rewrite different forms of rational

numbers to solve problems and justify

the form chosen.

• Use the four basic operations to solve

problems, including expressions with

variables and analyze errors.

• Solve real-world problems involving

operations and interpret the solution in

the context of the problem that is

presented.

• Write and solve one-step inequalities

and two-step equations and interpret

the solution in context of the situation

presented.

Next Steps

For example, have your learner:

• Practice simple operations using

exponents, fractions, mixed numbers,

and/or decimals (e.g., by calculating

prices or adjusting recipes for different

serving sizes).

• Share which operation would be used

to arrive at solutions in real-world

contexts, such as money exchanges,

travel costs, or travel time.

• Solve problems involving negative

numbers using examples such as

For example, have your learner:

• Practice operations using exponents,

fractions, mixed numbers, and

decimals by calculating the price of gas

or the cost of groceries.

• Convert between decimals and

fractions to describe quantities in real-

world contexts such as with money and

food portions.

For example, have your learner:

• Use operations in everyday situations

such as income, expenditures, travel, or

taxes.

• Practice real-world application skills

by explaining which operations are

used to find solutions in various multi-

step problems.

• Practice writing scenarios that

represent one-step inequalities, such as

how many items can be purchased with

a given amount of money.

Grade 7 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 35

Office of Assessment Florida Department of Education

Number Sense and Operations and Algebraic Reasoning

See Benchmarks for Excellent Student Thinking 7.NSO.1.1, 7.NSO.1.2, 7.NSO.2.1, 7.NSO.2.2, 7.NSO.2.3, 7.AR.1.2 (including 7.AR.1.1), 7.AR.2.1,

7.AR.2.2

Indicator

Below Expectations

At/Near Expectations

Above Expectations

banking, temperatures, and distance

above/below sea level.

• Practice writing scenarios that

represent two-step equations such as

finding the cost of a monthly

subscription for several months,

including a sign-up fee, given the total

cost.

Grade 7 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 36

Office of Assessment Florida Department of Education

Proportional Reasoning and Relationships

See Benchmarks for Excellent Student Thinking 7.AR.3.1, 7.AR.3.3, 7.AR.4.1, 7.AR.4.2, 7.AR.4.3, 7.AR.4.4, 7.AR.4.5 (including 7.AR.3.2)

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Identify ratios.

• Solve problems involving a single

conversion of units across different

measurement systems, given a whole

number measurement.

• Define a proportional relationship.

• Graph proportional relationships from

a table.

For example, your learner may be able to:

• Apply ratios to real-world problems.

• Solve problems involving the

conversion of units across different

measurement systems (length, area,

weight, mass, volume, and money).

• Determine a proportional relationship

by examining a table or graph.

• Graph a proportional relationship from

a table or equation.

• Find the constant of proportionality

from a table or graph.

For example, your learner may be able to:

• Solve and interpret multi-step real-

world problems involving percents.

• Solve and interpret problems involving

the conversion of units across different

measurement systems.

• Identify and justify proportional

relationships by explaining whether the

ratio between the two quantities is

proportional.

• Graph a proportional relationship from

a table, equation, or written

description.

• Determine and interpret the constant of

proportionality from a table, graph, or

written description.

Next Steps

For example, have your learner:

• Practice calculating sale prices and

discounts.

• Practice measurement conversion by

adjusting recipes or using sales ads.

• Use proportions to solve real-world

problems involving cost, speed, and

distance.

For example, have your learner:

• Practice multi-step problems by

calculating tips and taxes and adding

them to the total bill.

• Use multiple sales ads to explain

whether a deal saves money given the

information.

• Set up and solve proportions to practice

conversions, such as currency

conversions.

For example, have your learner:

• Practice calculating percentages in the

real-world, such as a sale at a store or a

tip for a server.

• Compare different proportional

relationships to determine which is the

better value (e.g., price per pound of a

5-pound bag of flour versus price per

pound of a 10-pound bag of flour).

• Explore proportional relationships with

models and maps.

Grade 7 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 37

Office of Assessment Florida Department of Education

Geometric Reasoning

See Benchmarks for Excellent Student Thinking 7.GR.1.1, 7.GR.1.2, 7.GR.1.3, 7.GR.1.4, 7.GR.1.5, 7.GR.2.1, 7.GR.2.2, 7.GR.2.3

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Identify expressions for finding the

area of trapezoids, parallelograms,

rhombi, and circles.

• Identify expressions that can be used

for the circumference of a circle and

area of a given circle.

• Identify the scale factor in

mathematical problems involving

dimensions of geometric figures.

• Determine the expression used for

surface area and/or volume.

For example, your learner may be able to:

• Apply formulas to find the

circumference of a circle and the area

of parallelograms, rhombi, and circles.

• Solve mathematical problems

involving the area of composite figures

composed of triangles or rectangles.

• Explore the proportional relationship

between the circumference and

diameter of circles.

• Find the surface area and volume of a

right circular cylinder.

For example, your learner may be able to:

• Apply formulas to find the

circumference of a circle and the area

of parallelograms, rhombi, trapezoids,

circles, and fractional parts of a circle.

• Solve real-world problems involving

the area of composite figures and

multiple polygons.

• Apply the formula for the

circumference of a circle and interpret

the solution.

• Solve and interpret real-world

problems involving areas, volumes,

and surface areas of right circular

cylinders.

• Solve problems including scale

drawings and scale factors.

Next Steps

For example, have your learner:

• Find right triangles and rectangles

within other shapes to find the area.

• Calculate the area of objects at home.

• Explore surface area by using canned

food labels and their measurements.

For example, have your learner:

• Design structures such as a park, an

event center, or a driveway with pavers

and calculate the total area of objects

that would fit within the space.

• Practice finding scale factor by

comparing model cars and a real car or

measurements on a map.

• Measure a cylinder found in your

home, calculate the volume and surface

area.

For example, have your learner:

• Explore the relationship between two-

and three-dimensional figures.

• Redesign a room and determine the

total allowable measurements of

objects that would fit within that space.

• Identify objects that are cylinders and

calculate and compare the volume of

each.

• Create a drawing of rooms in a home

or building using a scale factor.

Grade 7 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 38

Office of Assessment Florida Department of Education

Data Analysis and Probability

See Benchmarks for Excellent Student Thinking 7.DP.1.1, 7.DP.1.2, 7.DP.1.3, 7.DP.1.4, 7.DP.1.5, 7.DP.2.1, 7.DP.2.2, 7.DP.2.3, 7.DP.2.4

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Identify outliers in a data set.

• Calculate mean, median, mode, and

range from a data set.

• Identify an appropriate circle graph for

a data set.

• Identify events that are certain or

uncertain to occur.

• Construct and display data using

proportional reasoning.

• Determine theoretical probabilities.

For example, your learner may be able to:

• Calculate mean, median, mode, range,

measure of center, and measures of

variability when given two graphical

representations of data.

• Construct, display, and interpret data in

up to four categories in a circle graph.

• Choose an appropriate graphical

representation for a data set.

• Interpret the likelihood of chance

events in the same form.

• Determine experimental probabilities.

For example, your learner may be able to:

• Determine the appropriate measure of

center or measure of variation to

summarize numerical data.

• Make comparisons, interpret results,

draw conclusions, and make

predictions regarding two numerical or

graphical sets of data.

• Construct, display, and interpret data in

up to six categories in a circle graph.

• Choose, create, and justify appropriate

graphical representations (for example:

stem-and-leaf plots and line plots).

• Compare experimental and theoretical

probabilities.

Next Steps

For example, have your learner:

• Interpret weather reports using terms

such as likely or unlikely for chance of

precipitation.

• Collect data (e.g., family television

time or time on devices) and construct

representations of the data.

For example, have your learner:

• Collect data from dice rolls or flipping

a coin, determine a sample space, and

create a representation of the data set.

• Use statistics from real-world settings

(e.g., money or sports) to interpret

what the data mean in terms of events

being likely or unlikely to occur.

For example, have your learner:

• Use statistics from real-world settings

(e.g., money or sports) to make

predictions.

• Interpret weather reports to summarize

the variation in temperature throughout

the day.

Grade 8 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 39

Office of Assessment Florida Department of Education

Grade 8 Mathematics Reporting Category Statements

Number Sense and Operations and Probability

See Benchmarks for Excellent Student Thinking 8.NSO.1.1, 8.NSO.1.2, 8.NSO.1.3, 8.NSO.1.4, 8.NSO.1.5, 8.NSO.1.6, 8.NSO.1.7, 8.DP.2.1, 8.DP.2.3

(including 8.DP.2.2)

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Identify numbers as rational or

irrational.

• Apply one of the Laws of Exponents to

identify equivalent numerical

expressions with integer exponents.

• Determine which number is larger

when given two numbers in scientific

notation.

• Solve multi-step mathematical

problems with up to three steps

involving the order of operations.

• Solve real-world problems involving

probabilities of single experiments.

For example, your learner may be able to:

• Define irrational numbers and locate

approximate values of irrational

numbers on a number line.

• Plot, order, and compare rational and

irrational numbers.

• Evaluate numerical expressions and

identify equivalent expressions using

the Laws of Exponents with integer

exponents.

• Express numbers in scientific notation

and approximate very large quantities.

• Solve multi-step real-world problems

with up to five steps involving the

order of operations.

• Solve real-world problems involving

probabilities of single or repeated

experiments and make predictions

based on theoretical probability.

For example, your learner may be able to:

• Explain why an approximate value of a

numerical expression on a number line

is reasonable.

• Generate equivalent numerical

expressions when applying the Laws of

Exponents.

• Express and apply operations with

numbers in scientific notation and

approximate very large and very small

quantities.

• Solve multi-step real-world problems

with up to six steps involving the order

of operations and justify each step.

• Analyze an error in a repeated

experiment.

• Analyze the theoretical probability of

an event related to a repeated

experiment.

Next Steps

For example, have your learner:

• Practice placing rational numbers on a

number line.

• Use scientific notation to discuss

topics, such as the distance from

planets and stars, the size of

microorganisms, and global

populations.

• Practice determining theoretical

probabilities by using different

scenarios, such as finding the

For example, have your learner:

• Convert rational numbers to the same

form and order the numbers on a

number line.

• Review correct and incorrect multi-step

numerical expressions that are already

solved and write out the steps taken to

find the solution.

For example, have your learner:

• Create notecards with numbers in

scientific notation, randomly choose

two cards, and use all four operations

with the chosen numbers.

• Explore real-world contexts involving

radical numbers such as calculating the

depreciation of a car’s value.

• Find probabilities of an event, such as

the outcome of a sporting event or a

change in weather. Determine whether

Grade 8 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 40

Office of Assessment Florida Department of Education

Number Sense and Operations and Probability

See Benchmarks for Excellent Student Thinking 8.NSO.1.1, 8.NSO.1.2, 8.NSO.1.3, 8.NSO.1.4, 8.NSO.1.5, 8.NSO.1.6, 8.NSO.1.7, 8.DP.2.1, 8.DP.2.3

(including 8.DP.2.2)

Indicator

Below Expectations

At/Near Expectations

Above Expectations

theoretical probability of selecting a

gray shirt and a blue pair of socks from

a basket.

the outcomes could have been

predicted from a theoretical probability

and analyze the accuracy of the

prediction.

Grade 8 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 41

Office of Assessment Florida Department of Education

Algebraic Reasoning

See Benchmarks for Excellent Student Thinking 8.AR.1.1, 8.AR.1.2, 8.AR.1.3, 8.AR.2.1, 8.AR.2.2, 8.AR.2.3, 8.AR.4.1, 8.AR.4.2, 8.AR.4.3

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Apply the Laws of Exponents when

identifying equivalent algebraic

expressions using one Law of

Exponents.

• Apply properties of operations to

multiply two linear expressions with

integer coefficients.

• Solve multi-step linear equations with

variables on one side.

• Recognize that a solution to a system

of equations is an ordered pair.

• Identify the solution when given a

graph of two lines.

For example, your learner may be able to:

• Apply the Laws of Exponents to

identify equivalent algebraic

expressions.

• Apply properties of operations to

multiply two linear expressions with

rational coefficients.

• Solve multi-step linear equations in

one variable that generate one solution.

• Determine the ordered pair that

satisfies the solution to a system of

linear equations.

• Rewrite an algebraic expression as the

product of a monomial and the sum of

two algebraic expressions.

For example, your learner may be able to:

• Provide justification for applying the

Laws of Exponents to generate

equivalent algebraic expressions.

• Solve multi-step linear equations that

generate one solution, no solution, or

infinitely many solutions and interpret

the solution in context.

• Solve two-step linear inequalities and

graph solutions of them.

• Solve a system of equations from a set

of possible solutions.

• Determine from a graph whether there

is no solution or infinitely many

solutions to a system.

Next Steps

For example, have your learner:

• Graph lines in slope-intercept form (y =

mx + b) by charting the constant rate of

change over time, such as earnings per

hour.

• Graph inequalities by determining what

numbers would make a statement true

and placing it on the number line (e.g.,

x > 6. What numbers make this true?).

For example, have your learner:

• Make flashcards for the exponent rules.

Use the flashcards for fluency and

solving problems.

• Solve systems of equations where two

lines intersect is a solution, no lines

intersect is no solution, and if the lines

are the same there are infinite

solutions.

• Practice real-world two-step

inequalities, such as determining how

many snacks can be bought after

purchasing a movie ticket with a

limited amount of money to spend.

For example, have your learner:

• Find graphs with intersecting lines to

interpret the meaning of the

intersection in context of the graph,

such as line graphs that display

changes in population demographics,

tv viewership, or online platform

preferences over time.

• Explore scenarios when a system of

equations would be beneficial, such as

determining the best cell phone plan.

Grade 8 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 42

Office of Assessment Florida Department of Education

Linear Relationships, Data Analysis, and Functions

See Benchmarks for Excellent Student Thinking 8.F.1.1, 8.F.1.2 (including 8.AR.3.1), 8.F.1.3, 8.AR.3.2, 8.AR.3.3, 8.AR.3.4, 8.AR.3.5, 8.DP.1.1,

8.DP.1.2, 8.DP.1.3

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Determine from a graph whether a

relationship is linear.

• Determine the slope and y-intercept

from slope-intercept form.

• Identify the graph that represents a

given linear equation in slope-intercept

form.

• Identify a scatter plot, the type of

association, and outliers when given

data.

For example, your learner may be able to:

• Determine whether a function is linear

from an equation.

• Graph linear equations from a table or

an equation.

• Determine the slope from a written

description, table, graph, or equation in

slope-intercept form.

• Identify the domain and range of the

relation as a list of numbers.

• Construct a scatter plot or line graph,

identify the association, and identify

outliers.

• Identify a line of fit on a scatter plot.

For example, your learner may be able to:

• Determine whether a relationship is a

function from any representation.

• Determine dependent and independent

variables.

• Determine the slope and write

equations in slope-intercept form.

• Graph linear equations to satisfy a real-

world context.

• Construct a scatter plot or line graph

while describing patterns of association

and identifying outliers.

• Justify a line of fit on a scatter plot.

Next Steps

For example, have your learner:

• Track data, such as hours per day

engaging in a favorite hobby, for one

or two weeks, use the data to create a

table [Day Number (x) and Amount of

Time (y)], graph the results, and

determine whether the data represents a

linear relationship.

• Practice using vocabulary terms related

to graphing (for example, slope, y-

intercept, linear).

• Find data to create scatter plots.

For example, have your learner:

• Review scatter plots from online or

print sources, determine the

association, and identify whether the

scatter plot is linear or nonlinear.

• Generate output tables by practicing

basic functions (addition, subtraction,

multiplication, and division).

• Track data, such as hours per day

engaging in a favorite hobby, for one

or two weeks, use the data to create a

table [Day Number (x) and Amount of

Time (y)], and develop a scatter plot.

For example, have your learner:

• Explore the relationship between

dependent and independent variables

and patterns found in real-world

contexts for linear and nonlinear data

(e.g., how water affects plant growth or

how diet affects weight).

• Track data for one or two weeks (e.g.,

hours per day engaging in a favorite

hobby), use the data to create a table

[Day Number (x) and Amount of Time

(y)], graph the results, and write the

equation of the line in slope-intercept

form.

Grade 8 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 43

Office of Assessment Florida Department of Education

Geometric Reasoning

See Benchmarks for Excellent Student Thinking 8.GR.1.1, 8.GR.1.2, 8.GR.1.3, 8.GR.1.4, 8.GR.1.5, 8.GR.1.6, 8.GR.2.1, 8.GR.2.2, 8.GR.2.3, 8.GR.2.4

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Apply the Pythagorean Theorem to

find the hypotenuse of a right triangle

resulting in a whole number.

• Use the Pythagorean Theorem to find

the missing side length of a right

triangle and distance between two

points on a coordinate plane.

• Define angle relationships.

• Generate or identify a translation.

For example, your learner may be able to:

• Apply the Pythagorean Theorem to

solve problems involving unknown

side lengths in right triangles.

• Apply the Pythagorean Theorem to

find unknown side lengths and distance

between two points on a coordinate

plane.

• Solve problems involving angle

relationships and their numerical angle

measures.

• Develop formulas for the interior

angles of regular polygons.

• Identify transformations.

For example, your learner may be able to:

• Apply the Pythagorean Theorem to

mathematical and real-world problems.

• Solve problems involving multiple

relationships between angles.

• Develop and use formulas for the sum

of interior angles of regular polygons.

• Identify, analyze, and describe a

transformation that represents a

relationship.

Next Steps

For example, have your learner:

• Practice real-world problems involving

the Pythagorean theorem (e.g.,

television measurements, computer

screens, or cell phones).

• Create flashcards to practice angle

terminology and explore angle

measurements in real-life settings.

• Explore items that can reflect an image

(e.g., looking in a mirror or a camera

on a phone).

For example, have your learner:

• Use a random number generator to

choose three numbers and determine

whether the three numbers can form a

triangle.

• Practice real-world problems involving

the Pythagorean Theorem (e.g.,

television measurements, computer

screens, or cell phones).

• Explore rotation by determining how

many degrees an item rotates.

For example, have your learner:

• Explore relationships between angles

in the real-world (e.g., in sports,

clothing design, or construction).

• Explore transformations of objects

(e.g., in art, landscaping, or interior

design).

Algebra 1 Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 44

Office of Assessment Florida Department of Education

Algebra 1 Reporting Category Statements

Expressions, Functions, and Data Analysis

See Benchmarks for Excellent Student Thinking 912.NSO.1.1, 912.NSO.1.2, 912.NSO.1.4, 912.AR.1.1, 912.AR.1.2, 912.F.1.1, 912.F.1.2, 912.F.1.3,

912.F.1.6, 912.F.1.8 (including 912.FL.3.4), 912.F.2.1, 912.DP.1.2 (including 912.DP.1.1), 912.DP.1.4, 912.DP.3.1

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Identify equivalent numerical or

algebraic expressions involving

rational exponents using a single Law

of Exponents.

• Add or subtract radicals with the same

radicand.

• Identify parts of an equation or

expression in a mathematical context.

• Identify and classify function types

when given the graph of a function.

• Calculate the average rate of change

over a specified interval when given a

table.

• Complete two-way frequency tables.

• Compare graphs of linear and

nonlinear functions.

For example, your learner may be able to:

• Apply one or more of the Laws of

Exponents to evaluate numerical

expressions, as well as generate

equivalent numerical and algebraic

expressions involving rational

exponents.

• Perform one or more of the following

operations with radicals: add, subtract,

or multiply.

• Rearrange formulas that require two

steps to form a new formula.

• Identify the graph of a function after a

transformation.

• Evaluate a function when given

specific input/output values in a

mathematical context.

• Calculate the average rate of change

over a specified interval from the

function when represented graphically

or in an input/output table.

• Find joint and marginal frequencies

from a two-way frequency table.

• Identify and classify function types

when given the equation of a function.

• Compare equations of linear and

nonlinear functions.

For example, your learner may be able to:

• Apply more than one of the Laws of

Exponents to evaluate numerical

expressions and generate equivalent

numerical expressions involving

rational exponents.

• Add, subtract, multiply, and divide

numerical radicals.

• Identify the function type and compare

key features of linear and nonlinear

functions when represented in multiple

forms.

• Interpret why a function type

corresponds to its real-world context,

as well as describe the effect of

transformations on a function.

• Evaluate and interpret the output of a

function in the context of a real-world

situation.

• Calculate and interpret the average rate

of change in a real-world situation.

• Understand that a function growing

exponentially will exceed the growth

of a function that grows linearly or

quadratically.

• Select an appropriate method to

represent a given data set, whether it is

univariate or bivariate.

Algebra 1 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 45

Office of Assessment Florida Department of Education

Expressions, Functions, and Data Analysis

See Benchmarks for Excellent Student Thinking 912.NSO.1.1, 912.NSO.1.2, 912.NSO.1.4, 912.AR.1.1, 912.AR.1.2, 912.F.1.1, 912.F.1.2, 912.F.1.3,

912.F.1.6, 912.F.1.8 (including 912.FL.3.4), 912.F.2.1, 912.DP.1.2 (including 912.DP.1.1), 912.DP.1.4, 912.DP.3.1

Indicator

Below Expectations

At/Near Expectations

Above Expectations

Next Steps

For example, have your learner:

• Practice using the Laws of Exponents

to generate equivalent expressions.

• Identify and classify function types

when given an equation or an

input/output table. Evaluate functions

for a given input value.

• Identify and interpret factors, terms,

constants, coefficients, and variables in

real-world problems.

• Explore problems involving joint and

marginal frequencies from a two-way

frequency table.

For example, have your learner:

• Generate fluency using multiple Laws

of Exponents and operations with

radicals.

• Rearrange formulas that involve

multiple steps to create a new formula.

• Identify and classify function types

represented in multiple forms (graphs,

equations, tables, and written

descriptions). Interpret the output of a

function in a real-world context.

• Calculate the average rate of change in

a real-world context.

• Write explanations and justifications

when solving problems involving

topics such as transformations on a

graph; relationships between linear,

quadratic, and exponential functions;

or data analysis.

For example, have your learner:

• Analyze errors in worked examples

and make appropriate corrections.

• Compare key features of functions

represented in multiple forms (graphs,

equations, tables, and written

descriptions). Interpret key features in

a real-world context.

• Compare and interpret factors, terms,

constants, coefficients, and variables in

equivalent expressions and equations in

a real-world context.

• Use linear and exponential functions to

analyze real-world financial situations

such as loans, savings accounts, and

investments.

Algebra 1 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 46

Office of Assessment Florida Department of Education

Linear Relationships

See Benchmarks for Excellent Student Thinking 912.AR.2.1, 912.AR.2.2, 912.AR.2.3, 912.AR.2.4, 912.AR.2.5, 912.AR.2.6, 912.AR.2.7, 912.AR.2.8,

912.AR.9.1, 912.AR.9.4, 912.AR.9.6, 912.F.1.5, 912.DP.2.4, 912.DP.2.6 (including 912.DP.1.3)

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Solve one-variable multistep linear

equations represented in a real-world

context and one-variable multi-step

linear inequalities represented in a

mathematical context.

• Identify the solutions and graphs of

mathematical problems that are

modeled with linear functions.

• Identify from a graph or a set of

equations when two lines are parallel

or perpendicular.

• Compare key features between two

graphed linear functions.

• Identify the graph that represents the

solution set of a two-variable

inequality or a system of two-variable

inequalities.

• Solve systems of two-variable

equations when given in a

mathematical context.

For example, your learner may be able to:

• Identify and solve one variable, multi-

step linear equations in a real-world

context.

• Write and solve one variable, multistep

linear inequalities and represent their

solutions on a number line.

• Write a linear, two-variable equation in

a mathematical context when given a

graph, a written description, or a table

of values.

• Identify the graph of a linear function

and key features such as domain and

range when given an equation in slope-

intercept or point-slope form.

• Write equations of lines parallel and

perpendicular to a given line through a

given point when represented on a

graph.

• Compare key features of linear

functions when represented graphically

or algebraically.

• Write, graph, and identify the solution

set to a two-variable linear inequality.

• Identify and solve systems of two-

variable equations and inequalities

when given in a mathematical or real-

world context.

For example, your learner may be able to:

• Write, solve, and interpret solutions of

linear equations, linear inequalities,

systems of linear equations, and

systems of linear inequalities.

• Analyze and correct errors in linear

equations and inequalities.

• Analyze solutions as viable or not

viable in systems of equations and

inequalities.

• Fit a linear function to data and use it

to solve real-world problems and make

predictions in terms of the context of

the data.

Next Steps

For example, have your learner:

• Write and solve one-variable multi-step

linear equations and inequalities from

real-world contexts.

For example, have your learner:

• Extend knowledge of linear

relationships to problems represented

in real-world contexts.

For example, have your learner:

• Analyze errors in worked examples

and make appropriate corrections.

Algebra 1 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 47

Office of Assessment Florida Department of Education

Linear Relationships

See Benchmarks for Excellent Student Thinking 912.AR.2.1, 912.AR.2.2, 912.AR.2.3, 912.AR.2.4, 912.AR.2.5, 912.AR.2.6, 912.AR.2.7, 912.AR.2.8,

912.AR.9.1, 912.AR.9.4, 912.AR.9.6, 912.F.1.5, 912.DP.2.4, 912.DP.2.6 (including 912.DP.1.3)

Indicator

Below Expectations

At/Near Expectations

Above Expectations

• Write and graph a linear two-variable

equation to represent relationships

between quantities.

• Write and solve systems of two-

variable equations and inequalities.

• Interpret solutions and/or constraints to

write linear relationships.

• Analyze data with linear associations.

• Explore graphs of systems of nonlinear

equations and make comparisons to

systems of linear equations.

• Use learned knowledge and apply it to

situations in other fields (arts, science,

technology, etc.).

Algebra 1 Mathematics Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 48

Office of Assessment Florida Department of Education

Nonlinear Relationships

See Benchmarks for Excellent Student Thinking 912.AR.1.3, 912.AR.1.4, 912.AR.1.7, 912.AR.3.1, 912.AR.3.4, 912.AR.3.5, 912.AR.3.6, 912.AR.3.7,

912.AR.3.8, 912.AR.4.1, 912.AR.4.3, 912.AR.5.3, 912.AR.5.4, 912.AR.5.6, 912.FL.3.2

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Relate a quadratic function in vertex

form to its graph or table and identify

the intercepts, domain, range, and

vertex.

• Identify the solution(s) of a quadratic

equation from its graph.

• Identify the domain and range of an

exponential function given a graph and

classify the function as growth or

decay.

• Add and subtract binomial expressions

with integer coefficients.

• Factor a common monomial from a

polynomial.

• Solve simple quadratic equations.

For example, your learner may be able to:

• Add, subtract, and multiply expressions

with integer coefficients.

• Divide a binomial by a monomial.

• Factor expressions as a product of

linear binomial relationships.

• Solve and graph quadratic equations.

• Identify a quadratic function when

given intercepts of the function.

• Determine the domain, range, y-

intercept, constant rate of change, and

interval behavior given the graph of an

exponential, quadratic, or absolute-

value equation.

For example, your learner may be able to:

• Add, subtract, and multiply expressions

with rational coefficients.

• Divide a polynomial by a monomial.

• Factor any polynomial.

• Solve and write quadratic functions

when given key features within

mathematical and real-world contexts.

• Graph quadratic, exponential, and

absolute value functions when given a

table, equation, or written description.

Next Steps

For example, have your learner:

• Multiply and factor binomial and

trinomial expressions.

• Divide polynomials by monomials.

• Solve quadratic equations by factoring.

• Write nonlinear functions from given

key features or criteria.

• Determine key features of exponential,

quadratic, and absolute value functions.

For example, have your learner:

• Perform operations with polynomial

expressions with rational coefficients.

• Factor any polynomial.

• Write and solve quadratic and

absolute-value equations using

multiple strategies.

For example, have your learner:

• Analyze errors in worked examples

and make appropriate corrections.

• Compare the merits of two investments

involving simple and compound

interest.

Geometry Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 49

Office of Assessment Florida Department of Education

Geometry Reporting Category Statements

Logic, Relationships, and Theorems

See Benchmarks for Excellent Student Thinking 912.GR.1.1, 912.GR.1.2, 912.GR.1.3, 912.GR.1.4, 912.GR.1.5, 912.GR.6.1, 912.GR.6.2, 912.GR.6.3,

912.GR.6.4, 912.LT.4.3, 912.LT.4.10

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Identify a missing statement or reason

when completing proofs about triangle

congruence and triangle similarity.

• Solve simple problems involving

numerical expressions regarding lines

and angles, triangles, parallelograms,

and trapezoids.

• Identify the hypothesis and conclusion

of a conditional statement.

For example, your learner may be able to:

• Identify up to two missing statements

and reasons when completing proofs

about lines and angles, triangle

congruence, triangle similarity,

parallelograms, and trapezoids.

• Solve multi-step problems with

algebraic and/or numerical expressions

set in mathematical contexts about

lines and angles, triangles,

parallelograms, trapezoids, angles

formed in circles, lengths of chords in

circles, areas of the sectors of circles,

and arc lengths.

• Identify the inverse and converse of a

conditional statement and write a

biconditional statement as two

conditional statements.

For example, your learner may be able to:

• Complete proofs about lines and

angles, triangle congruence, triangle

similarity, parallelograms, and

trapezoids.

• Solve real-world problems involving

algebraic expressions regarding lines

and angles, triangles, parallelograms,

trapezoids, angles formed in circles,

lengths of chords in circles, areas of the

sectors of circles, and arc lengths.

• Write the contrapositive of a

conditional statement and justify the

validity of arguments including using

counterexamples.

Next Steps

For example, have your learner:

• Complete proofs to show relationships

when given all statements and reasons.

• Use all triangle congruence or

similarity postulates or theorems.

• Solve multi-step algebraic and/or

numerical problems using lines, angles,

triangles, parallelograms, and

trapezoids using algebraic expressions

as measurements.

For example, have your learner:

• Practice completing proofs without all

steps represented leading to writing a

complete proof on their own.

• Solve real-world problems involving

lines, angles, triangles, parallelograms,

trapezoids, and circles.

• Judge the validity of arguments

including using counterexamples.

For example, have your learner:

• Analyze proofs to determine a potential

error and be able to justify that error

with a correct statement.

• Work toward creating equations or

expressions that represent relationships

involving arcs and related angles,

triangles or quadrilaterals inscribed in a

circle, and arc lengths and areas of

sectors of a circle.

Geometry Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 50

Office of Assessment Florida Department of Education

Logic, Relationships, and Theorems

See Benchmarks for Excellent Student Thinking 912.GR.1.1, 912.GR.1.2, 912.GR.1.3, 912.GR.1.4, 912.GR.1.5, 912.GR.6.1, 912.GR.6.2, 912.GR.6.3,

912.GR.6.4, 912.LT.4.3, 912.LT.4.10

Indicator

Below Expectations

At/Near Expectations

Above Expectations

• Identify and use counterexamples of a

statement in order to disprove an

invalid statement.

• Solve problems involving angles

formed in circles, lengths of chords in

circles, and areas of the sectors of

circles.

Geometry Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 51

Office of Assessment Florida Department of Education

Congruence, Similarity, and Constructions

See Benchmarks for Excellent Student Thinking 912.GR.1.6, 912.GR.2.1, 912.GR.2.2, 912.GR.2.3 (including 912.GR.2.6 and 912.GR.2.8), 912.GR.2.5,

912.GR.4.3, 912.GR.5.1, 912.GR.5.2, 912.GR.5.3

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Solve congruence and similarity

problems that include one algebraic

expression set in a mathematical

context.

• Determine the dilation scale factor

given the area of corresponding faces

or the surface area of a solid.

• Identify, describe, and represent

translations and reflections over axes

algebraically.

• Identify the result of a given geometric

construction.

For example, your learner may be able to:

• Solve congruence and similarity

problems that include algebraic

expressions set in a mathematical

context.

• Determine the effect of a dilation on

the area of two-dimensional figures

and the surface area of three-

dimensional figures.

• Identify and describe missing steps of a

given geometric construction.

• Draw transformed figures on a

coordinate plane when given up to

three transformations (translations,

reflections, and rotations).

For example, your learner may be able to:

• Solve congruence and similarity

problems that include algebraic

expressions set in a real-world context.

• Determine the effect of a dilation on

the volume of three-dimensional

figures.

• Perform and describe a sequence of

transformations (translations,

reflections, rotations, and dilations).

• Complete geometric constructions.

• Analyze errors in worked examples

and make appropriate corrections.

Next Steps

For example, have your learner:

• Solve multi-step congruence and

similarity problems that include

algebraic expressions.

• Identify and perform all types of

transformations.

• Describe transformations with an

algebraic rule.

• Perform geometric constructions.

For example, have your learner:

• Solve real-world congruence and

similarity problems.

• Determine how dilations affect the

volume of three-dimensional figures.

• Identify and perform a sequence of

transformations, including when a

figure is reflected over a line other than

the axes.

For example, have your learner:

• Apply mathematical understandings to

real-world scenarios and analyze which

approaches are best for solving

problems.

• Apply learned knowledge and skills to

situations in other fields (arts, science,

technology, etc.).

Geometry Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 52

Office of Assessment Florida Department of Education

Measurement and Coordinate Geometry

See Benchmarks for Excellent Student Thinking 912.GR.3.2, 912.GR.3.3 (including 912.GR.3.1), 912.GR.3.4, 912.GR.4.1, 912.GR.4.2, 912.GR.4.4,

912.GR.4.5, 912.GR.4.6, 912.GR.7.2, 912.GR.7.3, 912.T.1.2 (including MA.912.T.1.1)

Indicator

Below Expectations

At/Near Expectations

Above Expectations

What These

Results Mean

For example, your learner may be able to:

• Use coordinate geometry to:

• Classify triangles and right

quadrilaterals in mathematical

contexts.

• Solve mathematical problems

involving lines, triangles, and

midpoints of segments and slope.

• Identify two-dimensional cross

sections of right cylinders and right

rectangular prisms.

• Identify the equation of a circle given

the center and radius.

• Solve mathematical problems

involving the volume of right

cylinders, right pyramids, and right

prisms and the surface area of right

pyramids and right prisms.

• Use trigonometric ratios and the

Pythagorean Theorem to determine the

missing side of a right triangle.

For example, your learner may be able to:

• Use coordinate geometry to:

• Classify triangles and

quadrilaterals in mathematical

contexts.

• Calculate the area or perimeter of

polygons in both mathematical and

real-world contexts.

• Identify two-dimensional cross

sections of right cylinders and right

prisms.

• Solve mathematical and real-world

problems involving the area of

quadrilaterals or triangles, including

population density.

• Solve mathematical and real-world

problems about the volume and

surface area of right cylinders, right

pyramids, and right cones.

• Create an equation and graph a circle

when completing the square is not

required.

• Use trigonometric ratios to solve for

missing angles and/or sides of a right

triangle.

For example, your learner may be able to:

• Use coordinate geometry to:

• Solve problems involving triangles

and quadrilaterals in a real-world

context.

• Calculate the area of composite

polygons in both mathematical and

real-world contexts.

• Identify cross sections of three-

dimensional figures, including when

the cross section is not parallel or

perpendicular to the base of the figure.

• Solve mathematical and real-world

problems involving the area of two-

dimensional figures including

population density.

• Solve mathematical and real-world

problems about the volume and surface

area of three-dimensional figures,

including composite figures.

• Graph and solve real-world problems

using equations of circles.

• Use trigonometric ratios and the

Pythagorean Theorem to solve for

missing angles and/or sides of a right

triangle in a real-world context.

Next Steps

For example, have your learner:

• Use coordinate geometry to calculate

the area and perimeter of polygons.

• Create equations of circles using key

features such as radius and center.

For example, have your learner:

• Use coordinate geometry to calculate

the area and perimeter of composite

figures.

• Solve real-world problems involving

the volume and surface area of three-

For example, have your learner:

• Extend knowledge of trigonometry

functions to solve missing sides of non-

right triangles.

Geometry Reporting Category Statements

Disclaimer: This document is informational and is not for instructional purposes. The knowledge and skills described do not encompass all that a student is expected to learn in this grade.

Reporting Category Statements – B.E.S.T. Mathematics Standards 53

Office of Assessment Florida Department of Education

Measurement and Coordinate Geometry

See Benchmarks for Excellent Student Thinking 912.GR.3.2, 912.GR.3.3 (including 912.GR.3.1), 912.GR.3.4, 912.GR.4.1, 912.GR.4.2, 912.GR.4.4,

912.GR.4.5, 912.GR.4.6, 912.GR.7.2, 912.GR.7.3, 912.T.1.2 (including MA.912.T.1.1)

Indicator

Below Expectations

At/Near Expectations

Above Expectations

• Solve problems involving area, surface

area, and volume that are set in both

mathematical and real-world contexts.

• Use trigonometric ratios to solve for

missing angles of a right triangle.

dimensional figures, including

composite figures.

• Solve problems involving circles using

key features such as radius, diameter,

center, domain, and range.

• Solve real-world problems involving

trigonometric ratios and the

Pythagorean Theorem.

• Identify three-dimensional objects

generated by rotations of two-

dimensional figures.

• Apply learned knowledge and skills to

situations in other fields (arts, science,

technology, etc.).