Reporting Individual Student Report

Vangara, Atharv Grade 3 FAST Mathematics 2024-2025

Student ID: FL000010109402 | Student DOB: 7/1/2016 | Enrolled Grade: 3 PASCO(51)
Date Taken: 8/21/2024 | Test Reason: PM1 2024-25 STARKEY RANCH K-8(51-1411)

Scale Score: 197 Achievement Level: Level 2 Percentile Rank: 91

How Did Your Student Do on the Test?

260

Level 5 Exemplary: Students who score in Level 5 demonstrate exemplary

success with the challenging content on the B.E.S.T. Standards. They are
highly likely to excel in the next grade.

225
Level 4 Proficient: Students who score in Level 4 demonstrate proficient
success with the challenging content on the B.E.S.T. Standards. They are
likely to excel in the next grade.
Meets State Standard

209
Level 3 On Grade Level: Students who score in Level 3 demonstrate on
grade level success with the challenging content on the B.E.S.T. Standards.
They may need additional support to excel in the next grade.

Score 198

197 Level 2 Below Grade Level: Students who score in Level 2 demonstrate
Does Not Meet State Standard

below grade level skills and are not yet demonstrating On Grade Level
success with the challenging content on the B.E.S.T. Standards. To be
prepared for the next grade, they are likely to need substantial support.
183
Level 1 Well Below Grade Level: Students who score in Level 1 demonstrate
well below grade level skills and are not yet demonstrating On Grade Level
success with the challenging content on the B.E.S.T. Standards. To be
prepared for the next grade, they are likely to need substantial support.
140

How Does Your Student's Score Compare?

Name Average Scale Score

Florida 175

PASCO 174

STARKEY RANCH K-8 178

Please visit the FAST Portal at www.flfast.org to access additional information and resources, including a Parent Guide that explains each element of this report and what it means for
your student.

If your student scored in Level 1, they may be eligible for a $1,200 New Worlds Scholarship Account to be used for instructional materials, tutoring, or summer and after school
educational programs. Visit https://www.stepupforstudents.org/scholarships/newworlds/ for more information.

Please note, the information in the comparison table is based on the averages at the time this report was generated.

Each progress monitoring assessment covers the full-year content expectations for a particular grade level and subject. Therefore, at the beginning of the school year (PM1) and at the
middle of the school year (PM2), students may not yet be at grade level; however, this does not necessarily indicate that a student is not on track to succeed by the end of the school year
(PM3). The results from PM1 and PM2 are for informational purposes only, providing teachers and families information to help guide instruction and support throughout the school year
based on a student's strengths and weaknesses

Percentile rank indicates where your student's performance falls compared to all other students who took the same test in this window.

Generated on 12/11/2024 Page 1 of 6 Copyright © 2024 Cambium Assessment, Inc. All rights reserved.
 Reporting Individual Student Report

Vangara, Atharv Grade 3 FAST Mathematics 2024-2025

Student ID: FL000010109402 | Student DOB: 7/1/2016 | Enrolled Grade: 3 PASCO(51)
Date Taken: 8/21/2024 | Test Reason: PM1 2024-25 STARKEY RANCH K-8(51-1411)

Scale Score: 197 Achievement Level: Level 2 Percentile Rank: 91

How Did Your Student Perform on Different Areas of the Test?

The table and the graph below indicate student performance on individual reporting categories. The black dot indicates the student's performance in each reporting category. The lines to the left and right of the dot show
the range of likely scores your student would receive if they took the test multiple times within this testing window.

Achievement
Category Achievement Achievement Level Description
Level
What These Results Mean
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 1000 is even or odd.
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?).
1. Number Sense and At/Near the
Next Steps
Additive Reasoning Below the Standard Above the Standard Standard For example, have your learner:
Read and write numbers in standard form, word form, and expanded notation up to
the ten thousands interchangeably.
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.

What These Results Mean

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.
2. Number Sense and At/Near the Find the area of a rectangle in square units by using a visual model (e.g., using unit
Multiplicative Reasoning Below the Standard Above the Standard Standard squares along the perimeter and relating it to an array model).
Next Steps
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?
Have your student 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.

Generated on 12/11/2024 Page 2 of 6 Copyright © 2024 Cambium Assessment, Inc. All rights reserved.
 Reporting Individual Student Report

Vangara, Atharv Grade 3 FAST Mathematics 2024-2025

Student ID: FL000010109402 | Student DOB: 7/1/2016 | Enrolled Grade: 3 PASCO(51)
Date Taken: 8/21/2024 | Test Reason: PM1 2024-25 STARKEY RANCH K-8(51-1411)

Scale Score: 197 Achievement Level: Level 2 Percentile Rank: 91

How Did Your Student Perform on Different Areas of the Test?

The table and the graph below indicate student performance on individual reporting categories. The black dot indicates the student's performance in each reporting category. The lines to the left and right of the dot show
the range of likely scores your student would receive if they took the test multiple times within this testing window.

Achievement
Category Achievement Achievement Level Description
Level
What These Results Mean
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 3/4 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., 6/8 and 3/4) using a visual model. Denominators
are limited to 2, 3, 4, 5, 6, 8, 10, and 12.
Next Steps
At/Near the For example, have your learner:
3. Fractional Reasoning Use food item sections to represent fractions that have a denominator from 2 to 6
Below the Standard Above the Standard Standard
and 8 to 10.
Use measuring cups to demonstrate how many 1/3 cups are in 1 cup or how many
times you refill 1/2 cup to make 2 cups.
Explain whether a fraction is larger or smaller than another when the numerators
are the same and the denominators are different.
Add unit fractions that equal a fraction greater than one (e.g., 1/3 + 1/3 + 1/3 + 1/3
= 4/3).
Order fractions from smallest to largest.
Write an equivalent fraction to a provided fraction. Discuss why the fractions are
equivalent.

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 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.
4. Geometric Reasoning, Represent and interpret data using tables, pictographs, bar graphs, or line plots.
At/Near the
Measurement, and Data Next Steps
Standard
Analysis and Probability Below the Standard Above the Standard
For example, have your learner:
Identify errors in length, liquid volume, and temperature measurements when
provided with an incorrect measurement.
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.
Locate objects with different lines of symmetry (e.g., shapes, letters, numbers).
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.

Generated on 12/11/2024 Page 3 of 6 Copyright © 2024 Cambium Assessment, Inc. All rights reserved.
 Reporting Individual Student Report

Vangara, Atharv Grade 3 FAST Mathematics 2024-2025

Student ID: FL000010109402 | Student DOB: 7/1/2016 | Enrolled Grade: 3 PASCO(51)
Date Taken: 8/21/2024 | Test Reason: PM1 2024-25 STARKEY RANCH K-8(51-1411)

Scale Score: 197 Achievement Level: Level 2 Percentile Rank: 91

Your Student's Progress

Longitudinal Trend Chart Information

The chart below reports your student's performance over time. The shaded areas in multiple colors indicate the scale score range in each achievement level.

Legend
300

Level 5
250
Level 4

Level 3
200

Level 2

150 Level 1

Student Score

100

50
5
-2
24
20
1
PM

Your Student's Progress

Date Test Reason Test Label Scale Score Achievement Level

8/21/2024 PM1 2024-25 Grade 3 FAST Mathematics 197 Level 2

Generated on 12/11/2024 Page 4 of 6 Copyright © 2024 Cambium Assessment, Inc. All rights reserved.
 Reporting Individual Student Report

Vangara, Atharv Grade 3 FAST Mathematics 2024-2025

Student ID: FL000010109402 | Student DOB: 7/1/2016 | Enrolled Grade: 3 PASCO(51)
Date Taken: 8/21/2024 | Test Reason: PM1 2024-25 STARKEY RANCH K-8(51-1411)

Scale Score: 197 Achievement Level: Level 2 Percentile Rank: 91

How Did Your Student Perform on Each Test Question?

1. Number Sense and Additive Reasoning
Question Points Earned/Points
Benchmark Key Benchmark
# Possible
1 NSAR|MA.3.NSO.1|MA.3.NSO.1.3 Plot, order and compare whole numbers up to 10,000. 1/1
9 NSAR|MA.3.AR.3|MA.3.AR.3.1 Determine and explain whether a whole number from 1 to 1,000 is even or odd. 1/1
12 NSAR|MA.3.NSO.2|MA.3.NSO.2.1 Add and subtract multi-digit whole numbers including using a standard algorithm with procedural fluency. 1/1
16 NSAR|MA.3.AR.1|MA.3.AR.1.2 Solve one- and two-step real-world problems involving any of four operations with whole numbers. 1/1
Compose and decompose four-digit numbers in multiple ways using thousands, hundreds, tens and ones.
19 NSAR|MA.3.NSO.1|MA.3.NSO.1.2 1/1
Demonstrate each composition or decomposition using objects, drawings and expressions or equations.
22 NSAR|MA.3.AR.3|MA.3.AR.3.3 Identify, create and extend numerical patterns. 0/1
27 NSAR|MA.3.NSO.1|MA.3.NSO.1.4 Round whole numbers from 0 to 1,000 to the nearest 10 or 100. 0/1
31 NSAR|MA.3.NSO.1|MA.3.NSO.1.1 Read and write numbers from 0 to 10,000 using standard form, expanded form and word form. 1/1

2. Number Sense and Multiplicative Reasoning

Question Points Earned/Points
Benchmark Key Benchmark
# Possible
Explore area as an attribute of a two-dimensional figure by covering the figure with unit
5 NSMR|MA.3.GR.2|MA.3.GR.2.1 0/1
squares without gaps or overlaps. Find areas of rectangles by counting unit squares.
Determine and explain whether an equation involving multiplication or division is true or
7 NSMR|MA.3.AR.2|MA.3.AR.2.2 1/1
false.
Multiply a one-digit whole number by a multiple of 10, up to 90, or a multiple of 100, up to
13 NSMR|MA.3.NSO.2|MA.3.NSO.2.3 1/1
900, with procedural reliability.
Apply the distributive property to multiply a one-digit number and two-digit number. Apply
15 NSMR|MA.3.AR.1|MA.3.AR.1.1 0/1
properties of multiplication to find a product of one-digit whole numbers.
17 NSMR|MA.3.AR.3|MA.3.AR.3.2 Determine whether a whole number from 1 to 144 is a multiple of a given one-digit number. 1/1
Find the area of a rectangle with whole-number side lengths using a visual model and a
23 NSMR|MA.3.GR.2|MA.3.GR.2.2 1/1
multiplication formula.
Multiply a one-digit whole number by a multiple of 10, up to 90, or a multiple of 100, up to
29 NSMR|MA.3.NSO.2|MA.3.NSO.2.3 1/1
900, with procedural reliability.
Determine and explain whether an equation involving multiplication or division is true or
32 NSMR|MA.3.AR.2|MA.3.AR.2.2 0/1
false.
NSMR|MA.3.AR.2|MA.3.AR.2.3 and Restate a division problem as a missing factor problem using the relationship between
34 1/1
MA.3.AR.2.1|MA.3.AR.2.1 multiplication and division.

Generated on 12/11/2024 Page 5 of 6 Copyright © 2024 Cambium Assessment, Inc. All rights reserved.
 Reporting Individual Student Report

Vangara, Atharv Grade 3 FAST Mathematics 2024-2025

Student ID: FL000010109402 | Student DOB: 7/1/2016 | Enrolled Grade: 3 PASCO(51)
Date Taken: 8/21/2024 | Test Reason: PM1 2024-25 STARKEY RANCH K-8(51-1411)

Scale Score: 197 Achievement Level: Level 2 Percentile Rank: 91

How Did Your Student Perform on Each Test Question?

3. Fractional Reasoning
Question Points Earned/Points
Benchmark Key Benchmark
# Possible
Represent and interpret fractions, including fractions greater than one, in the form of m/n as the result of
2 FR|MA.3.FR.1|MA.3.FR.1.2 0/1
adding the unit fraction 1/n to itself m times.
3 FR|MA.3.FR.2|MA.3.FR.2.1 Plot, order and compare fractional numbers with the same numerator or the same denominator. 1/1
Read and write fractions, including fractions greater than one, using standard form, numeral-word form and
6 FR|MA.3.FR.1|MA.3.FR.1.3 0/1
word form.
10 FR|MA.3.FR.2|MA.3.FR.2.2 Identify equivalent fractions and explain why they are equivalent. 0/1
Represent and interpret unit fractions in the form 1/n as the quantity formed by one part when a whole is
18 FR|MA.3.FR.1|MA.3.FR.1.1 1/1
partitioned into n equal parts.
21 FR|MA.3.FR.2|MA.3.FR.2.1 Plot, order and compare fractional numbers with the same numerator or the same denominator. 0/1
Represent and interpret unit fractions in the form 1/n as the quantity formed by one part when a whole is
25 FR|MA.3.FR.1|MA.3.FR.1.1 1/1
partitioned into n equal parts.
28 FR|MA.3.FR.2|MA.3.FR.2.2 Identify equivalent fractions and explain why they are equivalent. 0/1
Read and write fractions, including fractions greater than one, using standard form, numeral-word form and
35 FR|MA.3.FR.1|MA.3.FR.1.3 0/1
word form.

4. Geometric Reasoning, Measurement, and Data Analysis and Probability

Question Points Earned/Points
Benchmark Key Benchmark
# Possible
Draw line(s) of symmetry in a two-dimensional figure and identify line symmetric two-
4 GRMDP|MA.3.GR.1|MA.3.GR.1.3 1/1
dimensional figures.
8 GRMDP|MA.3.M.2|MA.3.M.2.2 Solve one- and two-step real-world problems involving elapsed time. 0/1
Select and use appropriate tools to measure the length of an object, the volume of liquid within
11 GRMDP|MA.3.M.1|MA.3.M.1.1 1/1
a beaker and temperature.
Solve mathematical and real-world problems involving the perimeter and area of rectangles
14 GRMDP|MA.3.GR.2|MA.3.GR.2.3 0/1
with whole-number side lengths using a visual model and a formula.
Identify and draw quadrilaterals based on their defining attributes. Quadrilaterals include
20 GRMDP|MA.3.GR.1|MA.3.GR.1.2 0/1
parallelograms, rhombi, rectangles, squares and trapezoids.
Using analog and digital clocks tell and write time to the nearest minute using a.m. and p.m.
24 GRMDP|MA.3.M.2|MA.3.M.2.1 1/1
appropriately.
Solve mathematical and real-world problems involving the perimeter and area of composite
26 GRMDP|MA.3.GR.2|MA.3.GR.2.4 1/1
figures composed of non-overlapping rectangles with whole-number side lengths.
Solve real-world problems involving any of the four operations with whole-number lengths,
30 GRMDP|MA.3.M.1|MA.3.M.1.2 0/1
masses, weights, temperatures or liquid volumes.
GRMDP|MA.3.DP.1|MA.3.DP.1.2 and Collect and represent numerical and categorical data with whole-number values using tables,
33 0/1
MA.3.DP.1.1|MA.3.DP.1.1 scaled pictographs, scaled bar graphs or line plots. Use appropriate titles, labels and units.

Generated on 12/11/2024 Page 6 of 6 Copyright © 2024 Cambium Assessment, Inc. All rights reserved.