Generated 2026-11-02 · State: AK · Standards scope: Grades 6–8 mathematics + Grade 6 English Language Arts · Rebuilt from the audited crosswalk data on each revision.
Grades 6–8 went live in AcornSmarts on 15 September 2026. The other bands for Alaska are published separately: K–5 · all reports. No Alaska grades 9–12 report is published yet, and we claim no Alaska alignment for those grades.
| Code | Verdict | Evidence (generator · forms) | Notes |
|---|---|---|---|
| 6.RP.1 | PARTIAL | ratiosSaplingQ L5 kind 0 Multiple choice: 'In a group of N, there are a X and b Y. What is the ratio of X to Y?' The key is a:b. The wrong choices are a:N (part-to-whole) and b:a (order flipped), and the explanation names part-to-part versus part-to-whole. The child picks notation and never writes a ratio sentence. ▶ Play a live item from this skill |
At Ratios Level 5 the child reads about a group made of two named kinds of things ('In a group of N, there are a X and b Y. What is the ratio of X to Y?') and picks a:b from three choices. The wrong choices are the part-to-whole ratio and the reversed ratio, and the explanation says the question asks part-to-part and that order matters. The child picks ratio notation. No item has the child write or describe a relationship in ratio language, such as Alaska's 'for every 2 wings there was 1 beak'. The Level 7 recipe item uses 'for every' only in its question. When Writing Coach is switched on (a district-enabled paid feature), Level 5 can deal a prompt asking for two ratio-language sentences about 12 girls and 8 boys. That evidence comes only from Writing Coach and is not counted toward FULL. PARTIAL on Alaska's 'Write and describe the relationship ... using ratio language'. (17OCT2026 Alaska build) Blocking clause: Write and describe the relationship in real life context between two quantities using ratio language |
| 6.RP.2 | PARTIAL | ratiosSaplingQ L6 kinds 0-2 (complexRateQ dealt 1 in 4) Picked: '5 notebooks cost $12.50. What is the price per notebook?'. The train unit rate ('A train travels 120 miles in 2 hours at a steady speed. What is its unit rate, in miles per hour?') is typed on a number pad in interactive rounds and picked otherwise. Better buy: 'A: 12 oz for $3.00. B: 16 oz for $4.40', with the options 'package A', 'package B' and 'they cost the same per ounce' (the same per ounce in about a third of deals). ▶ Play a live item from this skill |
Alaska asks the child to understand a unit rate a/b for a ratio a:b, to use rate language, and to apply it to real-world problems such as unit pricing and constant speed. Ratios Level 6 practices the application. The child finds a price per notebook ('5 notebooks cost $12.50. What is the price per notebook?'). The child finds a steady-speed rate in miles per hour, typed on a number pad in interactive rounds. The child picks the better buy by working out both packages' prices per ounce (the options name only the packages, beside 'they cost the same per ounce'); either package can be the cheaper one, and in about a third of deals they cost the same. The explanations say that 'per notebook' means for ONE and that 'per' signals division. The child reads and picks unit-rate language but never uses it. No item has the child say or write 'per', 'for each' or 'for every' about a ratio relationship. The only exception is a Writing Coach prompt ('A store sells 3 notebooks for $6. Explain what the unit rate is here and how you found it.'), a district-enabled paid feature that is not counted. PARTIAL on 'use rate language in the context of a ratio relationship'. (17OCT2026 Alaska build) Blocking clause: use rate language in the context of a ratio relationship |
| 6.RP.3 | PARTIAL | ratiosSaplingQ L5 kinds 1-2, L6 kinds 0-2, L7 kinds 0-2; percentsSaplingQ L5-L6 a: missing value in a printed equivalent-ratio table (lemons → oz); 'Which ratio is equivalent to 3:5?'; in interactive rounds the child taps three printed pairs onto a coordinate grid and then picks what the pattern shows. b: price per item, a steady-speed rate, better buy, and recipe scaling at L7. c: 'What is 35% of 120?' (L5); '24 is 40% of a number. What is the number?' and percent from part/whole (L6). d: inches → feet (÷12, including half-feet) and hours → minutes (×60) at L7. ▶ Play a live item from this skill |
Alaska prints 6.RP.3 as one row with parts a-d, so it is FULL only if every part is.
Part a. At Ratios Level 5 the child finds the missing value in a printed table ('2 lemons → 6 oz, 3 lemons → ? oz, 4 lemons → 12 oz') and picks an equivalent ratio. In interactive rounds the child also taps three pairs from a printed table onto the coordinate grid. The rate is 2 or 3, so every pair fits on the grid. The child then picks what the pattern shows ('a straight line through (0, 0)'). The child never makes a table of equivalent ratios. No item uses tables to compare two ratios: the better-buy item compares two unit prices.
Part b. Ratios Level 6 covers unit pricing, constant speed and better buys. Level 7 scales a recipe ('A recipe uses 3 cups of flour for every 5 cups of oats. You have 15 cups of oats...'), which is the same how-many-at-that-rate reasoning as Alaska's lawn example.
Part c. Percents Level 5 finds p% of n as p/100 × n. Level 6 finds the whole from a part and a percent.
Part d. Ratios Level 7 converts inches to feet and hours to minutes, inside one measurement system and with the factor given. No item converts between measurement systems, such as Alaska's kilometers to miles.
PARTIAL on making tables and comparing with them (a) and on converting between measurement systems (d). (17OCT2026 Alaska build) Blocking clause: a. Make tables of equivalent ratios relating quantities with whole number measurements ... Use tables to compare ratios ... d. Use ratio reasoning to convert measurement units between given measurement systems (e.g., convert kilometers to miles) |
| 6.NS.1 | PARTIAL | fractionsSaplingQ L6 (forms 0-2) + L7 (forms 0-2); ratiosSaplingQ L6 complexRateQ (typed) Fractions L6: how many 1/d-cup servings in w cups; 1/d of a pan shared among w friends; how many times 1/d fits into a/d. Fractions L7: 1/b ÷ 1/(bk); a/b lb of chocolate cut into 1/d-lb pieces; 'Which expression equals a/b ÷ c/d?' All picked. Ratios L6: 'A hiker covers 3/4 of a mile in 2/3 of an hour. What is the unit rate, in miles per hour?' typed as a fraction on the number pad. ▶ Play a live item from this skill |
Fractions level 6 gives division its meaning: how many 1/d-cup servings fit in w cups, 1/d of a pan shared among w friends, and how many times 1/d fits into a/d. Fractions level 7 computes 1/b ÷ 1/(bk) and a word problem that cuts a/b lb of chocolate into 1/d-lb pieces. It also asks which expression equals a/b ÷ c/d (invert and multiply). All of these are picked from three choices. Every quotient the Fractions skill computes has a unit-fraction or whole-number divisor; a non-unit divisor appears only in the expression check. General fraction-by-fraction word problems are computed and typed at Ratios & Rates level 6, which reserves at least two per round. They are unit rates such as 'A hiker covers 3/4 of a mile in 2/3 of an hour', and the divisor is a non-unit fraction in about two draws in three. Not practiced: no item shows a visual fraction model or has the child write an equation for the problem, which is Alaska's '(e.g., by using visual fraction models and equations to represent the problem)'. The statement's own examples are not asked: creating a story context, or explaining that 2/3 ÷ 3/4 = 8/9 because 3/4 of 8/9 is 2/3. With the district-enabled Writing Coach, a round may also deal a written explanation of 3 ÷ 1/2 = 6, which this report does not count. (17OCT2026 Alaska build) Blocking clause: (e.g., by using visual fraction models and equations to represent the problem) |
| 6.NS.2 | PARTIAL | divisionSaplingQ L6 + L7 (with the session's 40% numpad conversion for the division skill) L6: 'nd ÷ dv = ?' with dividends 132-1,218 and 2-digit divisors 12-29. L7: 'A factory packs N pencils into boxes of B. How many boxes does it fill?' with dividends 480 to about 3,500. Exact quotients only; about 2 in 5 typed on a number pad in interactive rounds, the rest picked. ▶ Play a live item: level 6 · level 7 |
Division levels 6-7 divide multi-digit whole numbers with exact quotients. Level 6 divides a bare 3- or 4-digit dividend (132 to 1,218) by a 2-digit divisor (12 to 29). Level 7 is a packing word problem with dividends from 480 to about 3,500. In interactive rounds, about two answers in five are typed on a number pad; the rest are picked from three choices. Not practiced: Alaska adds two clauses that the Kansas row did not carry. Every division in band comes out even, so 'Express the remainder as a whole number, decimal, or simplified fraction; explain or justify your choice based on the context of the problem' is never practiced. Remainders appear only below band, as 'q r R' in Division levels 4-5 and as leftover or round-up word problems in Word Problems, and never as a decimal or fraction chosen from context. 'Fluently multiply ... multi-digit whole numbers' has no Grade 6 item: multiplication stops at 2-digit × 2-digit in the Grade 3-5 Times Tables skill. Fluency is inferred from correct answers, not timed. (17OCT2026 Alaska build) Blocking clause: Express the remainder as a whole number, decimal, or simplified fraction; explain or justify your choice based on the context of the problem. |
| 6.NS.3 | PARTIAL | decimalsSaplingQ L6 (add/subtract) + L7 (multiply/divide) L6: '4.37 + 2.15 = ?' / 'hi − lo = ?' with hundredths (1.05-8.49). L7: '0.x × 0.y = ?' with single-digit tenths (0.2-0.8); 'd ÷ 0.k = ?' with a tenths dividend 0.6-8.8 and a whole-number quotient. All picked from three choices. ▶ Play a live item from this skill |
Decimals level 6 adds and subtracts hundredths, for example '4.37 + 2.15 = ?' (addends from 1.05 to 8.49). Decimals level 7 multiplies a single-digit tenth by a single-digit tenth ('0.4 × 0.7 = ?'). It also divides a tenths dividend of at most two digits (0.6 to 8.8) by a single-digit tenth, always with a whole-number quotient ('5.6 ÷ 0.8 = ?'). Every answer is picked from three choices, in English and Spanish. Not practiced: multiplication and division never reach multi-digit decimals, so 'multiply, and divide multi-digit decimals' is not met. Every division comes out even, so Alaska's added clause 'Express the remainder as a terminating decimal, or a repeating decimal, or rounded to a designated place value' is not practiced in this skill. Terminating-or-repeating long division appears only in a Grade 7 Integers level, for proper fractions, and is not counted here. Fluency is not timed. (17OCT2026 Alaska build) Blocking clause: multiply, and divide multi-digit decimals |
| 6.NS.4 | PARTIAL | factorsSaplingQ L5 (GCF) + L6 (LCM / distributive rewrite), with the session's 40% numpad conversion L5: 'What is the greatest common factor (GCF) of a and b?' with a, b = g·m, g in {4,6,8,9,12}, both at most 84. L6: 'What is the least common multiple (LCM) of a and b?' for pairs from 4-12; 'Use the distributive property: a + b = ?' choosing g(m1 + m2) over g(a + b) and a wrong-factor form. GCF/LCM typed about 2 in 5 in interactive rounds; the rewrite is always picked. ▶ Play a live item from this skill |
Factors & Multiples level 5 asks for the greatest common factor of two numbers built as g × m, where g is 4, 6, 8, 9 or 12 and both numbers are at most 84. Level 6 asks for the least common multiple of a pair drawn from 4, 6, 8, 9, 10 and 12. It also asks the child to choose the distributive rewrite of a sum from three choices, for example 18 + 24 = 6(3 + 4) against 6(18 + 24) and a wrong-factor form. In interactive rounds, about two GCF or LCM answers in five are typed on a number pad; the rest are picked. Not practiced: the child never writes the rewrite, so 'Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor' is practiced only as recognition. The addends in those sums stay at 56 or below. (17OCT2026 Alaska build) Blocking clause: Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. |
| 6.NS.5 | PARTIAL | integersQ L1 form 1; L4 form 0 (diver) + form 1 (earn/spend zero or signs) 'The temperature is n degrees BELOW zero. Which number represents it?' (−n vs n vs −(n+10)); 'A drone flies up m above sea level and a diver goes down m below. If sea level is 0, which number represents the diver?'; 'Writing earnings as +E and spending as −S, what does 0 represent here?' or 'what do the SIGNS represent?'. All picked from three choices. ▶ Play a live item from this skill |
Integers levels 1 and 4 attach signs to real-world quantities, in English and Spanish. The child picks the number for a temperature n degrees below zero, and the number for a diver below sea level when a drone is above it ('If sea level is 0, which number represents the diver?'). For money earned (+) and spent (−), the child picks either what 0 represents ('neither earning nor spending — the starting point') or what the signs represent. Temperature, elevation and credits/debits all appear; electric charge, one of Alaska's examples, does not. Not practiced: 'use positive and negative numbers to represent quantities in real-world contexts, explain the meaning of 0 in each situation.' The child only picks a signed number or a sentence from three choices and never types or writes one. The meaning of 0 is asked only for money. A written explanation of what 0 means is dealt only through the district-enabled Writing Coach, which this report does not count. (17OCT2026 Alaska build) Blocking clause: use positive and negative numbers to represent quantities in real-world contexts, explain the meaning of 0 in each situation. |
| 6.NS.6 | PARTIAL | integersQ L1 forms 0 + 2; coordinateSaplingQ L4 (quadrant, x-axis reflection) + L5 (plot rectangle) 'What is the opposite of v?' (v positive or negative, |v| 2-19); 'On the number line, where is −n?' answered in words ('n units LEFT of zero'); 'Which quadrant is the point (x, y) in?'; 'Which point is the reflection of (x, y) across the x-axis?' (x, y positive); plot a rectangle's four vertices on a 0-9 tap grid. All but the plotting are picked from three choices. ▶ Play a live item from this skill |
Integers level 1 asks for the opposite of a positive or a negative integer ('What is the opposite of −12?'). It also asks where −n sits on the number line; the answer is in words ('n units LEFT of zero') and no line is drawn. Coordinate-grid level 4 asks which quadrant a signed point is in, and all four quadrants occur. It also asks for the reflection of a first-quadrant point across the x-axis. Level 5 has the child plot a rectangle's four vertices on a tap grid. Every answer except the plotting is picked from three choices. Not practiced: (a) the opposite of an opposite is never posed as −(−3), and 0 is never asked about (n is at least 2). (b) No item asks about two points that differ in both signs (a reflection across both axes). The quadrant item's two wrong choices are two of the other three quadrants, picked at random (24OCT2026 note update: until then quadrant IV was offered only when it was the answer). The reflection item is always across the x-axis, and its answer is the only choice with a positive first coordinate. (c) 'Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane': no Grade 6 item has the child place a number on a line. The tap grid runs 0 to 9 on both axes, so no negative coordinate is ever plotted, and every number located at these levels is an integer. (17OCT2026 Alaska build) Blocking clause: Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. |
| 6.NS.7 | PARTIAL | integersQ L2 forms 0-1 (incl. typed algebraQ inequality) + L3 forms 0-1 'Which is LESS: a or b?' (two negatives); 'Write a TRUE comparison of a and b using < or >' (typed, interactive rounds); 'Ana's account reads −$d and Beto's reads −$d2. Who has LESS money?'; '|v| = ?' (picked); 'Which statement is true about −a and −b?' with options combining order and absolute value. ▶ Play a live item from this skill |
Integers levels 2-3 order integers and take their absolute values. The child picks which of two negatives is less. In interactive rounds, about one level-2 question in five has the child type a true comparison of two bare negatives with < or >. The child also picks who has less money when two accounts read −$a and −$b, and computes |v| ('|−16| = ?', picked). Finally, the child picks the true statement about −a and −b from order-and-magnitude pairs ('−30 < −20, and |−30| > |−20|'). Not practiced: (a) no number line is drawn, and no item asks what a written inequality says about position. (b) 'Write, interpret, and explain statements of order for rational numbers in real-world contexts' is not met. The typed comparison is always two bare integers, never a quantity like −3 °C > −7 °C, and in the money item the right answer is always Beto, the larger debt. (c) Absolute value is never asked as the size of a real-world quantity, such as |−30| = 30 for a debt. (d) In the order-and-magnitude item the larger number is always named first, so the right answer always reads '<' then '>' and can be learned without reading the numbers. Only integers are ordered or given absolute values at these levels, so 'rational numbers' is met only through integers. Written explanations are dealt only through the district-enabled Writing Coach and are not counted here. (17OCT2026 Alaska build) Blocking clause: Write, interpret, and explain statements of order for rational numbers in real-world contexts |
| 6.NS.8 | PARTIAL | coordinateSaplingQ L5 (two-point distance + plot-rectangle side length) 'What is the distance between (x, y1) and (x, y2)?' with y1 positive and y2 negative (x may be negative), picked from three choices; in about half of interactive questions, plot a rectangle's four vertices on a 0-9 tap grid, then pick the length of its bottom (same second coordinate) side. ▶ Play a live item from this skill |
Coordinate-grid level 5 asks for the distance between two points that share a first coordinate and whose second coordinates straddle the x-axis ('What is the distance between (−3, 5) and (−3, −2)?', picked from three choices). In about half of interactive questions, the child instead plots a rectangle's four vertices and then picks the length of its horizontal side. The explanations write the distance as |y1 − y2| or |x2 − x1|, but no prompt asks the child to use absolute value. Not practiced: 'Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane.' The only graphing is on the 0-to-9 tap grid, so no point with a negative coordinate is ever plotted, and the two-point distance item is not graphed at all. Neither item has a real-world setting. The same-second-coordinate case is asked only for the rectangle's first-quadrant bottom side. (17OCT2026 Alaska build) Blocking clause: Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. |
| 6.EE.1 | PARTIAL | expressionsQ L2 branch 0 (b^e = ?) '5^3 = ?' picked from three numbers: b from 2 to 5, e from 2 to 4 (2 to 3 when b is 4 or 5). b × e and b + e are the planted wrong answers (nearby numbers stand in where they equal the key, as at 2^2). The explanation writes the power out as repeated factors (5^3 means 5 × 5 × 5). ▶ Play a live item from this skill |
At Expressions Level 2 the child evaluates a power such as 5^3 by picking 125 from three numbers. This is about half of Level 2, in English and Spanish. The explanation writes the power out as 5 × 5 × 5, which is Alaska's own 7^3 = 7•7•7 idea, and it names b × e as the slip of counting factors as addends. Not practiced in the Grade 6 levels: 'Write' (no item has the child write an expression with an exponent) and Alaska's example of multiplying by powers of 10. Powers of 10 are evaluated or named only outside Grade 6, always picked from three: the Place Value skill ('How do you write 1,000 as a power of 10?') and the Grade 8 scientific-notation level. PARTIAL. (17OCT2026 Alaska build) Blocking clause: Write ... numerical expressions involving whole-number exponents |
| 6.EE.2 | PARTIAL | expressionsQ L3 (typed exprwrite:twice / exprwrite:tickets; MC phrase and ticket-cost); expressionsQ L1 branch 1 (coefficient) + Writing Coach xp-expression-parts; expressionsQ L2 branch 1 (evaluate ax + b, numpad); volumeSaplingQ L4-L5 (V = lwh, V = Bh) Type 2n − k for 'k less than twice a number n'. Type per·b + k for 'Each ticket costs $per and you pay a flat $k for shipping'. Both are judged by equivalence, and k − 2n is refused. Pick the expression that says the phrase. Answer 'In the expression cx + k, what is the COEFFICIENT?' (c vs k vs c + k). Type the value of ax + b at a given x on the number pad. Evaluate V = l × w × h at half-unit heights (picked) and V = Bh (typed on the number pad in interactive rounds, picked on paper and in the placement check). ▶ Play a live item from this skill |
Part a is practiced in full. In about half of live Expressions Level 3 items the child types an expression from words: 'k less than twice a number n' becomes 2n − k, and the ticket cost becomes per·b + k. Answers are judged by equivalence, so k − 2n is refused (this is the order trap in Alaska's 'Subtract y from 5' example). In the other Level 3 items the child reads and picks the matching expression. Part c is practiced in part. The child types the value of ax + b at a given x (about a quarter of live Level 2), evaluates V = l × w × h by choosing, and evaluates V = Bh by typing the volume on the number pad in interactive rounds (by choosing on paper and in the placement check). Part b is practiced only for 'coefficient': the only parts question is 'what is the COEFFICIENT?', answered by multiple choice. Sum, term, product and factor appear only in the Writing Coach prompt 'Describe the expression 4(x + 7) using math words'. Writing Coach is a district-enabled paid feature, and its answers are judged by an AI rubric. Quotient is never asked. Also not practiced in any Grade 6 item: part c's 'Perform arithmetic operations, including those involving whole number exponents, in the conventional order with or without parentheses'. No Grade 6 expression mixes an exponent with another operation; b^e is always asked alone. PARTIAL. (17OCT2026 Alaska build) Blocking clause: Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity |
| 6.EE.3 | PARTIAL | expressionsQ L4 (typed exprwrite:dist / exprwrite:combine; MC fallbacks) Type 'Write 4(x + 3) WITHOUT parentheses' → 4x + 12; any bracket and the given form are refused. Type 'Write 5x + 2x with the like terms combined' → 7x, one term only. In plain or paper mode the same tasks are picked from three. Coefficients and constants are positive whole numbers. ▶ Play a live item from this skill |
In about half of live Expressions Level 4 items the child generates equivalent expressions by typing them, in English and Spanish. 'Write 4(x + 3) WITHOUT parentheses' gives 4x + 12, the same move as Alaska's 3(2 + x) → 6 + 3x; any bracket or the given form is refused. 'Write 5x + 2x with the like terms combined' must be typed as one term. That is the distributive property applied with whole numbers and a variable. Not practiced: 'Model (e.g., manipulatives, graph paper)': nothing is modelled with tiles or on grid paper. The commutative property is accepted in answers but never asked for. The identity and inverse properties are never asked for. The Grade 6 items use positive whole numbers only, not 'integers'; negative coefficients first appear at Expressions Level 5, a Grade 7 level, where they are picked from three. PARTIAL. The Kansas twin is FULL because the Kansas statement has no modelling clause and no identity or inverse properties. (17OCT2026 Alaska build) Blocking clause: Model (e.g., manipulatives, graph paper) and apply the distributive, commutative, identity, and inverse properties with integers and variables by writing equivalent expressions |
| 6.EE.4 | PARTIAL | expressionsQ L4 (MC branches: 'Which expression is equivalent to a(x + b)?' and 'Combine like terms: ax + bx = ?') 'Which expression is equivalent to 4(x + 3)?' → 4x + 12, shown beside two of five non-equivalent slips (4x + 3, 7x, x + 12, 4x + 12x, 12x + 4). 'Combine like terms: 5x + 2x = ?' → 7x, shown beside 7x² and 10x. The explanations argue from the distributive rule and by counting x's. ▶ Play a live item from this skill |
The child identifies the expression that is equivalent to a given one, choosing from three, in English and Spanish. This happens in about half of live Expressions Level 4 items and in all of them on paper. Examples: 'Which expression is equivalent to 4(x + 3)?' and 'Combine like terms: 5x + 2x = ?'. The wrong choices are planted slips (such as 4x + 3, 7x or 12x + 4 beside 4x + 12, and 7x² or 10x beside 7x). The explanation argues from the distributive rule or by counting x's and names one slip (leaving the second number unmultiplied, or x² for x times x), not each wrong choice. Alaska defines equivalent expressions as ones that 'name the same number regardless of which value is substituted into them', and that idea is not practiced. No item substitutes values into two expressions to compare them. Alaska's own example pair, y + y + y and 3y, is not asked. Each question has exactly one equivalent choice, so the child is never asked whether a given pair is or is not equivalent. In the other live Level 4 items the child types the equivalent form instead (4x + 12, 7x). That is generating, counted under 6.EE.3, and the app, not the child, checks that the typed form is equivalent. PARTIAL. The Kansas twin is 6.EE.3 ('identify and generate equivalent expressions', FULL), which has no substitution clause. (17OCT2026 Alaska build; corrected 18OCT2026) Blocking clause: when the two expressions name the same number regardless of which value is substituted into them |
| 6.EE.5 | PARTIAL | equationsSaplingQ L6 (substitution branch); inequalitiesQ L2 'Which value from the set {4, 5, 7} makes 3x + 4 = 19 true?'; the solution's place in the set varies, and the explanation substitutes it. 'Which value from the set {…} makes x + a > c true?' (or < c); the boundary value, which lands exactly on c, is a named wrong choice. ▶ Play a live item from this skill |
The child tests the numbers in a three-number set and chooses the one that works, in English and Spanish. At Equations Level 6 the test is against an equation such as 3x + 4 = 19 (about one Level 6 item in four by the generator's branches). At Inequalities Level 2 it is against x + a > c or x + a < c. The equation explanation substitutes the answer and says that testing each value IS the method. The inequality explanation shows why the boundary value, which lands exactly on c, fails. Not practiced: Alaska's 'which values ..., if any'. Every set has exactly one value that works, so a set where several values work or none works never appears. Alaska's yes-or-no check 'does 5 make 3x > 7 true?' is never asked. In the inequality items the working value is always the largest number in the set for > and the smallest for <, so those items can be answered without substituting. PARTIAL. (17OCT2026 Alaska build) Blocking clause: which values from a specified set, if any, make the equation or inequality true? |
| 6.EE.6 | PARTIAL | expressionsQ L3 (typed exprwrite:tickets / exprwrite:twice; MC ticket-cost); equationsSaplingQ L5 (typed eqwrite:sub / eqwrite:mul) Type the expression for the cost of b tickets at $per each plus a flat $k shipping (per·b + k), or for 'k less than twice a number n' (2n − k). Type the equation for Ivy's stickers (s − a = x) or for equal boxes of crayons (bc = N). The letter and what it stands for are always named in the prompt. ▶ Play a live item from this skill |
The child uses a letter for a number and writes expressions in real-world and math settings, in English and Spanish. In about half of live Expressions Level 3 items the child types the cost of b tickets at a set price each plus a flat shipping fee (for example 4b + 3), or 'k less than twice a number n' (2n − k); answers are judged by equivalence. At Equations Level 5 the child types equations such as s − 7 = 12 for Ivy's stickers. The letter and what it stands for are always given in the prompt, and the written expression is not then used to solve a problem. Not practiced as its own target: 'understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set'. The letter stands for an unknown in the equation items, and for members of a set in the test-a-set items and the 'how many solutions does x > c have?' item, but no item asks what a variable represents. PARTIAL. (17OCT2026 Alaska build) Blocking clause: understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set |
| 6.EE.7 | PARTIAL | equationsSaplingQ L5 (typed eqwrite:mul / eqwrite:sub, typed eqsolve1, MC one-steps) + rationalOneStepQ (decimal x ± p = q, (1/n)x = q, MC write) Type 4c = 72 for '4 equal boxes hold 72 crayons in all' and s − 7 = 12 for Ivy's stickers, then type c = … or s = … to solve. Pick x for x + a = b, x − a = b, ax = b and x ÷ a = b. Pick x for x + 1.5 = 7.3 and (1/3)x = 4. Pick which equation models 'Sam had x dollars. He earned $2.50 and now has $9.10' (x + p = q) or 'Juice boxes cost $1.50 each…' (px = q). ▶ Play a live item from this skill |
Solving is practiced for both of Alaska's forms, in English and Spanish. At Equations Level 5 the child solves x + a = b, x − a = b, ax = b and x ÷ a = b with whole numbers by choosing from three. In some live items the child types the solution instead: s = … for a subtraction equation such as s − 7 = 12, and c = … for ax = b (such as 4c = 72). One Level 5 item in three goes to rational-number one-steps: x + p = q and x − p = q with decimals (x + 1.5 = 7.3) and (1/n)x = q (such as (1/3)x = 4), solved by choosing. Writing is practiced in part. The child types px = q from a story ('4 equal boxes hold 72 crayons in all' → 4c = 72), with whole numbers only. An x + p = q equation is written only by choosing from three (Sam earned money). The typed subtraction story gives s − 7 = 12, not the x + p = q form. Every equation with decimal or fraction numbers is chosen, never written. So the row is PARTIAL on 'writing ... equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers'. A typed m + a = 180 angle equation exists at Shapes & Geometry Level 9, a Grade 7 level. Kansas numbers this standard 6.EE.6 and also rates it PARTIAL on writing. (17OCT2026 Alaska build; corrected 18OCT2026) Blocking clause: writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers |
| 6.EE.8 | FULL | inequalitiesQ L1 (typed ineqwrite + MC) + L3 (RayPick ray build; MC number-line picture; 'How many solutions does x > c have?') Type the inequality for 'To ride the roller coaster you must be MORE than c inches tall (h = height)' → h > c, or for 'You have LESS than $c left (d = money)' → d < c; at-least and at-most stories also appear. Build the solution set of x > c or x < c (also ≥ and ≤) on a number line by tapping the boundary, an open or closed circle and the direction. Pick 'infinitely many — any value above c is fine' for 'How many solutions does x > c have?' ▶ Play a live item from this skill |
All three parts are practiced, in English and Spanish. Write: in about half of live Inequalities Level 1 items the child types the inequality for a real-world condition ('MORE than 48 inches tall' → h > 48, 'LESS than $18 left' → d < 18, plus at-least and at-most stories typed as s ≥ c and p ≤ c). The checker refuses the wrong direction and a swap between strict and inclusive signs. The other live Level 1 items, and every Level 1 item on paper, have the child pick h > c or d < c from three choices; these use only the more-than and less-than stories. Recognize: half of Level 3 asks 'How many solutions does x > c have?', and the child picks 'infinitely many' over 'exactly one' and 'none'. Represent: in about a quarter of live Level 3 items the child builds the solution set of x > c, x < c, x ≥ c or x ≤ c on a number line by tapping the boundary number, an open or closed circle and the direction. The item is scored right only when all three are right. The other number-line items (all of them on paper) have the child pick the matching circle-and-shading description. FULL, as in Kansas, where this same statement is numbered 6.EE.7. Kansas 6.EE.8 is a different standard, on dependent and independent variables. (17OCT2026 Alaska build; corrected 18OCT2026) |
| 6.EE.9 | PARTIAL | equationsSaplingQ L6: twoVarRelationQ (form 0 typed d = kt / d = t + k and table MC; form 1 value beyond the table; form 2 shown graph → equation) + dependent-variable branch From a four-row t (hours) | d (miles) table, type d in terms of t (d = …; t = d/k is refused), or pick it from four equations. Use the table's rule to find d at t = 5 to 7. Pick the equation for a graph of three plotted points at t = 1, 2, 3. 'A car drives at a steady 60 mph. Which is the DEPENDENT variable?' is asked in words, with no letters. ▶ Play a live item from this skill |
Writing the equation is practiced in Alaska's own d = 65t setting. From a table of distance d against hours t, the child types d = kt or d = t + k with d alone on one side (t = d ÷ k is refused), in English and Spanish. This is a small share of Equations Level 6, about one item in twelve by the generator's branches. In other Level 6 items the child uses the table's rule to find d for a time beyond the table, picks the equation that fits a table or a graph of three plotted points (four equations, each wrong one named with the point it misses), or names the dependent quantity in three worded rate situations. Practised only in part: 'Analyze the relationship ... using graphs and tables, and relate these to the equation'. For the graph, the work stops at choosing the equation: no value is read off the graph, and the graph is never related to the table. The letters d and t and their meanings are always given, and distance against hours is the only setting that uses letters. The child never lists or graphs ordered pairs in these items (Alaska's example). PARTIAL. Kansas splits this standard into 6.EE.8a–c (PARTIAL, FULL, PARTIAL). (17OCT2026 Alaska build) Blocking clause: Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation |
| 6.G.1 | PARTIAL | geometrySaplingQ L6 (forms 0-2) + L7 (L-shape / kite) L6: area of a triangle from base and height, a parallelogram, and a trapezoid. L7: area of an L-shaped figure given as a rectangle with a corner missing (subtract the corner), and a kite from its diagonals (half a rectangle). Bare shapes with no figure drawn; the child picks the answer from three choices; English and Spanish. ▶ Play a live item from this skill |
Geometry levels 6-7 ask for the area of a triangle from its base and height, a parallelogram, a trapezoid, a kite from its two diagonals, and an L-shaped figure described as a rectangle with a corner missing, which the child finds by subtracting the corner. The explanations build each formula by composing or decomposing shapes (a triangle is half a parallelogram, a kite fills half a rectangle). English and Spanish. No figure is drawn, and the child picks the area from three choices. Not practiced: every item is a bare shape labeled cm, m or 'units', so Alaska's 'Apply these techniques in the context of solving real-world and mathematical problems' is met only for mathematical problems. (17OCT2026 Alaska build) Blocking clause: Apply these techniques in the context of solving real-world and mathematical problems. |
| 6.G.2 | PARTIAL | volumeSaplingQ L4 (V = lwh) + L5 (V = Bh) L4: 'A right rectangular prism measures l × w × h units' with one n.5 edge (always the height), volume picked from three choices. L5: 'A prism's base has area B = … cm² and its height is … cm. Use V = Bh. What is the volume, in cubic centimeters?' Volume typed on the number pad in interactive rounds, picked from three on paper and in the placement check; English and Spanish. ▶ Play a live item from this skill |
Volume levels 4-5 apply the standard prism formulas: V = l × w × h for a right rectangular prism with one edge of n.5 units (for example 4 × 3 × 2.5 units), and V = Bh when the base area B is given ('Use V = Bh'). At Level 4 the child picks the volume from three choices. At Level 5 the child types it on the number pad in interactive rounds (since 24 Oct 2026), with no choices on screen; printed sheets, the placement check and Duel keep three choices, which still give the answer away in about 81% of deals (how many choices end in .5, read with which two sit closer). English and Spanish. Not practiced in the Grade 6 levels: Alaska's second sentence, 'Use the attributes and properties (including shapes of bases) of prisms to identify, compare or describe three-dimensional figures including prisms and cylinders.' The nearest items sit outside the band and are not counted. In the below-band Shapes & Geometry levels 4-5, about one question in nine asks how many faces, edges or vertices a triangular, rectangular or pentagonal prism (or a pyramid) has, worked from its base, and no cylinder is included. The Grade 8 Volume level 6 names the cross-section of a box, cylinder or pyramid. Alaska's statement does not carry Kansas's fractional-edge or real-world clauses, so those are not held against this row. (17OCT2026 Alaska build) Blocking clause: Use the attributes and properties (including shapes of bases) of prisms to identify, compare or describe three-dimensional figures including prisms and cylinders. |
| 6.G.3 | PARTIAL | coordinateSaplingQ L5 (plot-rectangle grid item + two-point distance) In about half of interactive L5 questions: 'Draw the rectangle on the plane — plot its four vertices: (x1, yb), …' on a 0-9 tap grid, then 'how long is the side from (x1, yb) to (x2, yb)?' (picked). The other item: distance between (x, y1) and (x, y2), same first coordinate, picked from three choices. ▶ Play a live item from this skill |
Coordinate-grid level 5 deals two items. In about half of its interactive questions, the child plots a rectangle's four given vertices on a tap grid. The child then reads the length of its bottom side from the two vertices that share a second coordinate ('how long is the side from (2, 1) to (5, 1)?') and picks it from three choices. The other item asks for the distance between two bare points that share a first coordinate. Not practiced: no item has a real-world setting, so 'Apply these techniques in the context of solving real-world and mathematical problems' is met only for mathematical problems. Drawing is limited. The polygon is always a rectangle, and the grid runs 0 to 9 on both axes (first quadrant only). The child taps the vertices and the sides are never drawn. Only the horizontal side is ever asked, and the same-first-coordinate distance is never framed as a side of a polygon. (17OCT2026 Alaska build) Blocking clause: Apply these techniques in the context of solving real-world and mathematical problems. |
| 6.G.4 | PARTIAL | geometrySaplingQ L8 (cube net SA, prism net SA, cube-net picker, soup-can SA) 'A cube's net is 6 equal a × a squares. What is the total surface area?'; 'A rectangular prism's net has l×w, l×h, and w×h rectangles — two of each. What is the surface area?'; some interactive deals show three drawn nets (cross, T of five, 2 × 3 block) and the child picks the one that folds into a cube; soup-can cylinder SA in terms of π. All picked from three choices. ▶ Play a live item from this skill |
Geometry level 8 finds surface area from a net described in words: 'A cube's net is 6 equal 3 × 3 squares. What is the total surface area?' and 'A rectangular prism's net has 2×4, 2×3, and 4×3 rectangles — two of each.' In some interactive deals the child sees three drawn nets (a cross of six squares, a T of five squares and a 2 × 3 block) and picks the one that folds into a cube. The answer is always the cross. Answers are picked from three choices, in English and Spanish. Not practiced: the child never builds a net of their own, so 'Represent three-dimensional figures (e.g., prisms) using nets made up of rectangles and triangles' is not met. No net contains a triangle, and the surface-area nets are words rather than drawings. The only real-world surface-area item is a soup can, a cylinder worked without a net, so the real-world half of 'Apply these techniques in the context of solving real-world and mathematical problems' is not met for nets. (17OCT2026 Alaska build) Blocking clause: Represent three-dimensional figures (e.g., prisms) using nets made up of rectangles and triangles |
| 6.G.5 | NOT COVERED | — | No question asks the child to identify, compare or describe a circle's radius or diameter. The word 'diameter' appears in no question or answer choice anywhere in the app's question source; it appears only in one explanation of a cylinder cross-section. The nearest items are not counted. The Grade 7 Shapes & Geometry level 9 gives a radius and asks for the circumference or the area in terms of π. That item uses the radius, but never asks what a radius is or how it relates to the diameter. The early-grade 'Cut the pie into HALVES — draw the cuts right through the middle' item has the child draw cuts through the centre without naming them. Alaska marks this standard (L), locally assessed, and it is still listed here. (17OCT2026 Alaska build) Blocking clause: Identify, compare or describe attributes and properties of circles (radius, and diameter). |
| 6.SP.1 | FULL | statisticsQ L1 forms 0-3 Over 7 matched pairs (for example 'How many minutes do the students in your class spend on homework?' beside 'How many minutes did YOU spend on homework last night?') the child picks one of three in four ways: which question is STATISTICAL, which is NOT, which would get the SAME answer from everyone surveyed, and why a given question is statistical (key: 'The answer depends on who you ask', worded three ways). ▶ Play a live item from this skill |
Alaska's verb is recognize: a statistical question anticipates variability in the data and accounts for it in the answers. Statistics Level 1 has the child recognize statistical questions four ways. It uses seven matched pairs that echo Alaska's own 'How old am I?' example, such as 'How many minutes do the students in your class spend on homework?' beside 'How many minutes did YOU spend on homework last night?'. The child picks the statistical question. The child picks the one that is not statistical. The child picks the question everyone surveyed would answer the same way. And the child picks why a given question is statistical; the keys are 'People would answer it in different ways', 'The answer depends on who you ask' or 'There is no one right answer, so you collect data', which is the variability reason Alaska names. The Kansas row was held PARTIAL only on a 'generate' clause, and Alaska's 6.SP.1 statement does not contain it. Weakness: the bank holds only seven pairs. (17OCT2026 Alaska build; note refreshed 31OCT2026) |
| 6.SP.2 | FULL | statisticsQ L2-L4 (plus variabilityQ at L4) ; statisticsDisplayQ L5 L2: find the mean, median, mode or range of a small set; the median is typed on a number pad in every interactive deal, the others in about half. L3: which measure of center BEST describes a typical house (one $200k+ outlier), and which of two groups is more spread out by range. L4: which value is the OUTLIER; which measure changes MOST when it is removed; which measure BEST describes a typical time; typed range, MAD or IQR in 1 of 4 L4 deals. L5: mode from a drawn dot plot; which histogram interval holds the most. ▶ Play a live item: level 2 · level 3 · level 4 |
Alaska asks the child to understand that a data set has a distribution, that it can be described by its center (mean, median or mode), its spread (range) and its overall shape, and that it can be used to answer a statistical question. Statistics Level 2 has the child find the mean, median, mode and range of small sets: the median is typed on a number pad in every interactive deal and the mean, mode and range in about half; paper and the placement check stay multiple choice. Level 3 compares two groups' spread by range. Level 3 also uses the distribution to answer a question: 'Which measure of center BEST describes a typical house?' (the median, because one outlier drags the mean). Level 4 has the child find the outlier in a clustered set; the explanation says a distribution is described by 'its center, its spread, and its stray values'. Level 4 also asks which measure an outlier moves most. Level 5 reads the mode from a drawn dot plot and the tallest interval of a histogram. Weaknesses, stated openly: shape rests on outliers, the tallest histogram bar and the dot-plot mode. No item asks for a cluster, a gap, symmetry or skew. The histogram's tallest bar stands over any of its three intervals. The median item prints its five values in a shuffled order; where it keeps choices (paper and the placement check) it offers the list's mean as a wrong choice in about five deals in eight, and no rule on the choices' order or spacing finds its answer more than about 42% of the time, but the choices still give it away: working out the mean exactly and taking the closest other choice always does, and 'a choice that is the list's largest or smallest value → the choice farthest from it, otherwise the middle choice' finds it about 75% of the time with no arithmetic. (17OCT2026 Alaska build; note refreshed 24OCT2026) |
| 6.SP.3 | FULL | statisticsQ L2-L4 L3 house-price item: 'Which measure of center BEST describes a typical house?', where 'the range' must be rejected because it is not a measure of center. L3 two-group item: 'A is more spread out — its range is larger'. The explanations say range 'measures how SPREAD OUT the data is, not where it sits' and 'Spread asks how FAR APART the data sits — not which group has bigger numbers'. L4 asks which of mean, median or mode an outlier moves most. ▶ Play a live item: level 2 · level 3 · level 4 |
Alaska asks the child to recognize that a measure of center (mean, median or mode) sums up every value of a data set in one number, while a measure of variation (range) describes in one number how the values vary. Across Statistics Levels 2-4 the child tells the two apart. In the house-price item the child picks the measure of center that best describes a typical house and must reject 'the range — it shows how far apart the prices are', which the explanation calls 'not even a measure of center'. In the two-group item the child judges which group is more spread out by its range. The explanation adds 'Spread asks how FAR APART the data sits — not which group has bigger numbers'. The range item's explanation says range 'measures how SPREAD OUT the data is, not where it sits'. In the outlier item the explanation says the mean adds every value. Weakness: much of the statement is spelled out in the explanations rather than asked. In the two-group item the key always pairs 'more spread out' with 'its range is larger'. (17OCT2026 Alaska build) |
| 6.SP.4 | PARTIAL | statisticsDisplayQ (statistics L5): dot-plot construct; histogram and boxStemQ reading In interactive rounds the child builds the plot: 'Data (books read this month): ... Make the dot plot: one ✕ for each data point.' On a number-line builder, the child taps ＋ above a mark to stack each ✕. Reading only, by picking from three: a drawn histogram with three interval bars (which interval holds the most, the total); a drawn box plot (median, range, IQR, share inside the box); a dot plot (total, mode). |
Alaska's verb is display, and its list is dot or line plots, histograms and box-and-whisker plots. At Statistics Level 5, in interactive rounds, the child builds a dot plot on a number line from listed data ('Make the dot plot: one ✕ for each data point'). Histograms and box plots appear only as drawn displays the child reads. For a histogram the child answers which interval holds the most and the total. For a box plot the child answers the median, range, interquartile range and the share of data inside the box. No builder in the app makes a histogram or a box plot, so the child never displays data in either. Stem-and-leaf displays, which are read at the same level, are not in Alaska's list. PARTIAL on 'histograms and box (box and whisker) plots'. (17OCT2026 Alaska build) Blocking clause: Display numerical data in plots on a number line, including ... histograms and box (box and whisker) plots |
| 6.SP.5 | PARTIAL | statisticsQ L2-L4 (variabilityQ at L4); statisticsDisplayQ/attributeUnitsQ L5 a: 'How many observations does this data set have?' over an investigation description, plus totals from a dot plot, a histogram and a stem-and-leaf display, all picked from three. b: 'What ATTRIBUTE was under investigation?' and 'What UNIT were the observations recorded in?', picked from three. c: the median typed at L2 in every interactive deal and the mean in about half; IQR typed at L4 ('Ordered data: ... What is the interquartile range (IQR)?') and read off a box plot at L5; the outlier picked from a quiz-times list. d: 'Which measure of center BEST describes a typical house/time?' with an outlier present. ▶ Play a live item: level 2 · level 3 · level 4 |
Alaska prints the four parts as one row.
Part a. At Statistics Level 5 the child gives the number of observations from a short investigation description ('Ravi counted the raisins in 18 snack boxes...'), from a dot plot, from a histogram and from a stem-and-leaf display. Every count is picked from three choices.
Part b. About one Level 5 deal in five asks 'What ATTRIBUTE was under investigation?' or 'What UNIT were the observations recorded in?'. Both are picked. How the data was measured (ruler, stopwatch, scale) is printed in the description but never asked.
Part c. The median is typed at Level 2 in every interactive deal and the mean in about half. Alaska's measure of variability, the interquartile range, is typed at Level 4 from seven ordered values and read off a box plot at Level 5. The outlier in a list of quiz times is picked from three values. No item has the child describe the overall pattern or the outliers in words.
Part d. At Levels 3-4 the child chooses a measure of CENTER to fit data with an outlier (the median for a typical house or time). No item asks the child to choose a measure of VARIABILITY to fit the distribution.
PARTIAL. (17OCT2026 Alaska build) Blocking clause: b. Describing the nature of the attribute under investigation, including how it was measured ... c. ... describing any overall pattern and any outliers with reference to the context ... d. Relating the choice of measures of center and variability to the shape of the data distribution |
| 6.SP.6 | NOT COVERED | — | No item in the app asks whether a game is fair or unfair. Chance & Probability Levels 4-6 compute probabilities for given fair coins, dice and marble bags ('You roll a fair 6-sided die. What is P(rolling more than 4)?', 'You flip TWO fair coins. What is P(two heads)?'). Level 5 has the child pick which device matches a stated chance. 'Fair' only describes the coin or die the child is handed. No item sets up a game between players, lists all its outcomes, or asks the child to judge or explain fairness. The app's typed explain items (served only when Writing Coach is switched on) are in other skills: none is in Chance & Probability, and none asks about a game or whether it is fair. (17OCT2026 Alaska build; corrected 18OCT2026) Blocking clause: Analyze whether a game is mathematically fair or unfair by explaining the probability of all possible outcomes. |
| 6.SP.7 | FULL | probabilityG7Q L6 kind 1 (spinner-and-die count); kind 2 interactive outcome table Picked from three: 'A spinner has 3 colors and you roll a 4-sided die. How many outcomes are in the sample space of (color, number) pairs?' The key is m × n, and the wrong choices are m + n and n. The colors run 2-4 and the die has 3-5 sides. In interactive rounds a 2 × 6 coin-and-die table is shown, and the child taps EVERY (coin, die) pair in an event such as 'heads AND an even number'. ▶ Play a live item from this skill |
Alaska asks the child to solve, or identify solutions to, problems about possible combinations, as in its 3-flavors-by-2-toppings sundae example. About one Chance & Probability Level 6 question in three is the same one-of-each counting problem: 'A spinner has 3 colors and you roll a 4-sided die. How many outcomes are in the sample space of (color, number) pairs?'. The child identifies the answer, 12, from three choices; the wrong choices are the sum and one factor. The explanation says 'Every color pairs with every number ... count by MULTIPLYING — an organized list or tree diagram shows why.' In interactive rounds a second form shows the 12 coin-and-die pairs as a table, and the child taps every pair that meets an event such as 'heads AND a prime number'. 'Identify solutions' is a selection verb, so picked answers meet it. Weaknesses: one setting only (spinner and die, not a real-world menu like sundaes), small numbers (2-4 by 3-5), and only two-set one-of-each counting. The level is a Grade 7 probability level. (17OCT2026 Alaska build) |
| Code | Verdict | Evidence (generator · forms) | Notes |
|---|---|---|---|
| 7.RP.1 | FULL | complexRateQ (dealt at ratiosSaplingQ L6; LEVEL_EVIDENCE 'ratios:6' floor of 2 per full round) Typed with the / key (numpad): 'A hiker covers 3/4 of a mile in 2/3 of an hour. What is the unit rate, in miles per hour?' (9/8). Contexts: miles per hour, liters per minute, pages per minute (different units); small-gear turns per big-gear turn, cups of juice per cup of water (like units); acres per bag of seed, acres per hour (areas). |
Ratios L6 deals complexRateQ at least twice in every full round: the child computes a unit rate from a ratio of two fractions and TYPES it with the / key, for example 'A hiker covers 3/4 of a mile in 2/3 of an hour. What is the unit rate, in miles per hour?' (9/8). Contexts span different units (miles per hour, liters per minute, pages per minute), like units (small-gear turns per big-gear turn, cups of juice per cup of water) and areas (acres per bag of seed, acres per hour), matching Alaska's 'ratios of lengths, areas and other quantities measured in like or different units'. Denominators run 2-8, two in three divisors are non-unit fractions, and the feedback shows the complex fraction worked as division by the reciprocal. Ratios L6's other forms (price per notebook, train speed, better buy) serve grade 6 and are not counted here; this row rests on complexRateQ, a grade-7 family. Limit: Alaska's example also names applying a given scale factor to find missing dimensions of similar figures; that alternative is not part of this evidence. (17OCT2026 Alaska build) |
| 7.RP.2 | PARTIAL | ratiosSaplingQ L8 (is-it-proportional table, constant-of-proportionality table); proportionalGraphQ (ratios L8) forms 0-3; equationsSaplingQ L6 twoVarRelationQ form 0 (typed d = …) Picked from three: 'Table: (3, 9), (5, 15), (8, 27). Is the relationship proportional?'; 'In the proportional table (4, 32), (7, 56), what is the constant of proportionality k?'; drawn line y = kx from (0, 0): which equation (y = 2x), what (1, 2) means (one ticket costs $2, for example 'buying 1 ticket costs $2'), why the line passes through (0, 0); 'Each pencil costs $8. Which equation gives the total cost t of n pencils?' (t = 8n). Typed at Equations L6: 'The table shows distance d for hours t. Write d in terms of t (d = …).' ▶ Play a live item from this skill |
Ratios L8 and its graph forms practice parts of this row, picked from three choices: the constant of proportionality from a table labeled proportional ('In the proportional table (4, 32), (7, 56), what is the constant of proportionality k?'); a drawn line y = kx through (0, 0), asking which equation it shows (y = 2x), what the point (1, 2) means (one ticket costs $2, for example 'buying 1 ticket costs $2'), and why the line passes through (0, 0); and 'Each pencil costs $8. Which equation gives the total cost t of n pencils?' (t = 8n, Alaska's own t = pn). One typed form sits at Equations L6: over a distance-time table the child types d = 7t. Held PARTIAL. Part a: the one item that asks 'Is the relationship proportional?' gives its answer away, because 'no — the last pair breaks the constant ratio' is offered only when it is the answer, and otherwise the answer is always 'yes'. Part b: one pair answers the table item because the table is already called proportional; graphs use r = 2 or 3 in one context (tickets). Part c: equations are chosen, except the typed d = kt, which sits at a level that also serves grade 6 and whose tables are additive (d = t + k) half the time; diagrams and sequences are never used. Part d: only (0, 0) and (1, r) are interpreted, from options; no item asks what a general point (x, y) means in the situation. (17OCT2026 Alaska build) Blocking clause: Decide whether two quantities are in a proportional relationship; Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation |
| 7.RP.3 | FULL | percentsSaplingQ L8 kinds 0-2; percentAppsQ (percents L8, one in three); ratiosSaplingQ L5-L7 Picked from three: 'A $120 purchase carries 15% tax. What is the total?'; 'A price rises from $60 to $75. What is the percent change?'; 'A price falls from $140 to $70. What is the percent decrease?'; 'You deposit $300 at 4% simple interest per year for 3 years. How much interest do you earn?'; restaurant bill plus a 15% or 20% tip, total; commission on sales; ratios L5-L7 missing-value tables, unit rates, recipe scaling. ▶ Play a live item from this skill |
Percents L8 has the child solve multistep percent problems, picked from three choices: tax then total ('A $120 purchase carries 15% tax. What is the total?'), percent increase and percent decrease ('A price falls from $140 to $70. What is the percent decrease?'), and, in about one question in three, simple interest ('You deposit $300 at 4% simple interest per year for 3 years. How much interest do you earn?'), a tip then the total bill, or a commission on sales. Ratios L5-L7 add missing-value ratio tables, unit rates and recipe scaling. These are Alaska's named examples of simple interest, tax, gratuities, commissions, and percent increase and decrease, solved with proportional reasoning. The wrong options include one-step slips: the tax alone is on screen in every tax item, and every simple-interest item shows the interest for one year, the balance instead of the interest, or both; the remaining wrong option is sometimes a nearby number. Limits: percent error, markups or markdowns named as such, and fees charged as a percent never appear; percent-change answers come only from 10, 20, 25 and 50%; prices are multiples of $20; the commission item always shows ten times the key among its options. (17OCT2026 Alaska build) |
| 7.NS.1 | PARTIAL | integersG7Q L5 forms 0-4 (form 0 includes the frog-hop number line); rationalStructureQ form 0 (dealt at integers L5-L7) Picked from three: '(−6) + 9 = ?', '7 − (−4) = ?', '(−8.5) + 2.5 = ?', '4.5 − (−1.5) = ?'; 'Rewrite 9 − 12 as addition' (9 + (−12)); 'What is the distance between −5 and 7 on the number line?' (pairs straddling zero or both negative); frog hop: tap where the frog lands for (−a) + b or a − b crossing zero, on a row of number buttons; additive inverse '7 + (−7) = ?' and a temperature that rises and falls by the same amount. ▶ Play a live item from this skill |
Integers L5 has the child add and subtract signed numbers and pick the result: '(−6) + 9 = ?', '7 − (−4) = ?', signed halves such as '(−8.5) + 2.5 = ?' and '4.5 − (−1.5) = ?', 'Rewrite 9 − 12 as addition' (9 + (−12)), and 'What is the distance between −5 and 7 on the number line?'. The additive inverse is asked as '7 + (−7) = ?' and as a temperature that rises and falls by the same amount. In the frog-hop form the child taps where a frog lands for (−a) + b or a − b crossing zero. Held PARTIAL against several of Alaska's clauses. Number line: the child only taps the landing number on a row of number buttons; the jump is shown after the answer, adding or subtracting a negative is never shown on the line, and the child never draws the diagram. Part a: the temperature story is the only situation and it is always given; the child never describes one. Part b: sums are computed, never interpreted by describing a real-world context. Part c: distance as the absolute value of a difference is asked only with bare integers, never applied in a real-world context. Part d: no item asks the child to use a property of operations as a strategy. Signed fractions are never added or subtracted, and every signed decimal ends in .5. Written explanations ('Explain why 8 + (−8) = 0…', a submarine sum) exist only in the metered Writing Coach, a district-enabled paid feature this report does not count. (17OCT2026 Alaska build) Blocking clause: represent addition and subtraction on a horizontal or vertical number line diagram; Describe situations in which opposite quantities combine to make 0; Interpret sums of rational numbers by describing real-world contexts; Apply properties of operations as strategies to add and subtract rational numbers |
| 7.NS.2 | PARTIAL | integersG7Q L6 forms 0-3; longDivisionQ (integers L6, LEVEL_EVIDENCE floor 2 per full round); rationalStructureQ forms 1-2 (integers L5-L7); percentsSaplingQ L7 (SAPLING_EQUIV) Picked from three: '(−4) × (−6) = ?', '(−3) × 7 = ?', '(−24) ÷ 4 = ?', '(−3.5) × 8 = ?', '(−12) ÷ 1.5 = ?'; long division: pick the NEXT quotient digit from a quotient-so-far and remainder, what a returning remainder or a remainder of 0 means, terminate-or-repeat from a lowest-terms denominator, 'Use long division: write 7/24 as a decimal' (picked); 'What number do you multiply −3/4 by to get 1?'; 'What kind of number is −18 ÷ 6?' (integer and rational); percents L7: which decimal equals p%, which percent equals a fraction, which fraction equals a decimal. ▶ Play a live item from this skill |
Integers L6 has the child multiply and divide signed numbers and pick the result: '(−4) × (−6) = ?', '(−3) × 7 = ?', '(−24) ÷ 4 = ?', and signed halves such as '(−3.5) × 8 = ?' and '(−12) ÷ 1.5 = ?' (whole-number results only); feedback explains the sign rules as flipping across zero and counting negatives. Long division (part d) is the object of at least two items in every full integers L6 round: pick the next quotient digit from a quotient-so-far and a remainder, say what a returning remainder or a remainder of 0 means, decide terminate-or-repeat from a lowest-terms denominator, and pick the decimal for fractions such as 5/7 or 7/24. Rational-structure items ask 'What number do you multiply −3/4 by to get 1?' and 'What kind of number is −18 ÷ 6?' (an integer, and rational). Percents L7 asks which decimal equals a percent, which percent equals a fraction and which fraction equals a decimal (part e), for halves, quarters, fifths and tenths only. Held PARTIAL. Part a: nothing derives the sign rules from the distributive property or shows (–1)(–1) = 1, and products are never interpreted by describing real-world contexts. Part b: the identity –(p/q) = (–p)/q = p/(–q) is never assessed, and quotients are not interpreted in context. Part c: no item asks the child to apply or name a property of operations. Part d: every long-division step is chosen, not carried out, and every fraction is positive and proper. Part e: chosen from three options in a grade-6-level bank. Signed fractions are never multiplied or divided. Written explanations of the sign rules exist only in the metered Writing Coach (district-enabled paid feature), not counted here. (17OCT2026 Alaska build) Blocking clause: Interpret products of rational numbers by describing real-world contexts; If p and q are integers, then –(p/q) = (–p)/q = p/(–q); Apply and name properties of operations used as strategies to multiply and divide rational numbers; Convert a rational number to a decimal using long division |
| 7.NS.3 | PARTIAL | integersG7Q L7 forms 0-2; rationalStructureQ (integers L7) Picked from three: 'The temperature drops 3° each hour for 6 hours. What is the total change?' (also a .5 rate such as 2.5° an hour for 4 hours, whole-number total); '4 friends split a −$28 debt equally. What is each person's share?' (wrong shares on both sides of the key); rise-and-fall temperature stories with total 0. ▶ Play a live item from this skill |
Integers L7 sets signed-number problems in context, picked from three choices: 'The temperature drops 3° each hour for 6 hours. What is the total change?' (also a decimal rate such as 2.5° an hour for 4 hours, always with a whole-number total) and '4 friends split a −$28 debt equally. What is each person's share?', where the wrong shares sit on both sides of the key so the division is needed. The only additive situations are rise-and-fall temperature stories whose total is always 0. Held PARTIAL: the context problems use multiplication and division only; no problem adds, subtracts, multiplies or divides fractions; and no item works a complex fraction as a four-operations problem (complex-fraction unit rates are practiced at Ratios L6 and credited to 7.RP.1). Alaska's examples (models, explanations, number lines, describing or illustrating the effect of operations on fractions and decimals) are not asked of the child. (17OCT2026 Alaska build) Blocking clause: Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.) |
| 7.EE.1 | PARTIAL | expressionsG7Q (expressions L5), forms 0-4 Multiple choice only: factor −ax − ab → −a(x + b); expand −(x − b); expand (1/2)(6x + 8) or 0.5(6x + 8); simplify ax − cx to a negative coefficient; add (2.5x + 3) + (1.5x − 5) from four options. ▶ Play a live item from this skill |
At Expressions Level 5 the child picks the equivalent form in five item types: factor −ax − ab into −a(x + b), expand −(x − b), expand (1/2)(6x + 8) or 0.5(6x + 8), simplify ax − cx to a negative coefficient, and add (2.5x + 3) + (1.5x − 5). Every item is multiple choice, and the child never types an expression. Rational coefficients appear only in the expand-(1/2)/0.5 items and the add items. The factor and simplify items use whole numbers only, and no item subtracts one expression from another. On the factor, simplify and expand −(x − b) items, the options give the key away without the work: for −(x − b), the key is the only option with a +. PARTIAL. (17OCT2026 Alaska build) Blocking clause: add, subtract, factor, expand and simplify linear expressions with rational coefficients |
| 7.EE.2 | PARTIAL | expressionContextQ forms 0-1 (dealt by equationsSaplingQ L7) 'A price a rises 5%. The expression a + 0.05a equals 1.05a. What does that form reveal?' (pick 'raising by 5% is the same as multiplying by 1.05' from three); 'A store offers 25% off a price p. Which expression gives what you PAY?' (pick 0.75p from three). |
Equations Level 7 deals this family on about one draw in three, and two of its three forms belong to this standard. The first uses Alaska's own example almost word for word: a price rises 5% (or 10, 20 or 25%), the prompt states a + 0.05a = 1.05a, and the child picks what that form reveals ('raising by 5% is the same as multiplying by 1.05') from three readings. In the second, the child picks 0.75p as the price paid after 25% off (also 10, 20 or 30% off), against two of 0.25p, 1.25p and p − 25. The child never rewrites an expression: the first item gives the rewritten form and the second only asks the child to choose it. The only contexts are a percent increase and a percent discount. PARTIAL. (17OCT2026 Alaska build) Blocking clause: rewriting an expression in different forms in a problem context |
| 7.EE.3 | PARTIAL | percentsSaplingQ L8 (incl. percentAppsQ); integersG7Q L7; expressionContextQ form 2 (equations L7) Pick from three: tax then total, percent increase/decrease, tip then total, simple interest, commission (whole dollars); signed one-step context items ('The temperature drops 2.5° each hour for 4 hours. What is the total change?'); judge a classmate's estimate ('You buy 16 notebooks at $6 each. Your classmate estimates $250 total. Is that reasonable?'). ▶ Play a live item from this skill |
At Percents Level 8 the child solves multi-step real-life problems by choosing from three: tax then total, percent increase and decrease, a tip added to a bill, simple interest over several years, and commission. Every amount there is a positive whole number of dollars. Negative and decimal values appear at Integers Level 7, but only in one-step items, such as a temperature that drops 2.5° an hour for 4 hours or a debt split equally among friends. No multi-step problem uses negative numbers, fractions or decimals, which is what 'positive and negative rational numbers in any form' asks for. Reasonableness has one item at Equations Level 7, about one draw in nine: the child decides whether a classmate's estimate of a notebook total is reasonable. Both the yes and the no option already print the product ('16 × $6 is around $96'), so the app does the mental computation for the child. The child never checks their own answer against an estimate. PARTIAL. (17OCT2026 Alaska build) Blocking clause: assess the reasonableness of answers using mental computation and estimation strategies |
| 7.EE.4 | PARTIAL | equationsSaplingQ L7 (typed rental construct; pxqWordProblemQ; pxqEquationQ); inequalitiesG7Q L4 (typed gym inequality; RayPick graph; typed and four-choice solves) Type ph + fee = total from a skate-rental story (half-dollar rates in about half of these); type 2(w + L) = P from a perimeter story and p(t + q) = r from a movie-ticket story; solve the perimeter, ticket and rental word problems by picking from three; type a gym-budget inequality pm + q ≤ total; solve bare px + q > r (typed, or four choices with the sign flip); solve bare px + q ≥ r and build its graph (boundary, open/closed circle, direction). ▶ Play a live item from this skill |
Equations: at Equations Level 7 the child types the equation for a skate-rental story (for example 1.5h + 4 = 13; about half of these use half-dollar rates). The child also types 2(w + 8) = 30 for Alaska's rectangle-perimeter example and p(t + q) = r for a movie-ticket story. Perimeter, ticket and rental word problems are solved by choosing from three, and every word problem the child solves uses whole numbers. No single item has the child build an equation and then solve it, and the letters are always given. Inequalities: at Inequalities Level 4 the child types a gym-budget inequality (8m + 20 ≤ 68) but never solves it, and no inequality word problem is ever solved. The child solves bare inequalities, both typed and as four choices where dividing by a negative flips the sign. The child graphs bare inequalities by building the ray: boundary number, open or closed circle, and direction, with >, ≥, < and ≤ all used. Every graphed or typed value is an integer. Interpreting a solution in context is asked only as a written explanation through Writing Coach, a district-enabled paid feature. PARTIAL. (17OCT2026 Alaska build) Blocking clause: Solve word problems leading to inequalities of the form px + q > r or px + q < r |
| 7.G.1 | PARTIAL | geometrySaplingQ L9 (scale-map form) 'On a map, 1 cm represents 5 km. Two towns sit 7 cm apart on the map. Real distance?' (pick 35 km from 35 km, 7 km, 12 km). ▶ Play a live item from this skill |
Geometry Level 9 deals one scale item, on about one draw in four: a map scale of 1 cm to 2-7 km, two towns 3-11 cm apart, and the child picks the real distance from three choices (the right product, the map distance, and the sum). That is computing an actual length from a scale. No item computes an actual area from a scale drawing, none reproduces a drawing at a different scale, and no scale drawing of a figure is ever shown: the map is described in words. PARTIAL. (17OCT2026 Alaska build) Blocking clause: areas from a scale drawing and reproducing a scale drawing at a different scale |
| 7.G.2 | NOT COVERED | — | No grades 6-8 item has the child draw a polygon or circle to given conditions such as side lengths or angle measures, or build a triangle from three angle or side measures. The nearest, at coordinate-plane Level 5 ('Draw the rectangle on the plane — plot its four vertices'), hands the child all four vertices as coordinates, so no measure is a condition to meet. No item asks whether given measures make one triangle, more than one, or none. The app's angle and line drawings (for example drawing an angle, a parallel or perpendicular line, or a line of symmetry on a dot grid) are grade-4 items. Kansas places this standard in grade 8 (Kansas 8.G.6), where it is also NOT COVERED. NOT COVERED. (17OCT2026 Alaska build; corrected 18OCT2026) Blocking clause: Draw (freehand, with ruler and protractor, and with technology) geometric shapes including polygons and circles with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. |
| 7.G.3 | PARTIAL | crossSectionQ SLICES branch (volumeG8Q, volume L6) 'You slice a square pyramid with a plane straight down through its apex (perpendicular to the base). What shape is the cross-section?' (pick a triangle from three); five fixed slice cases. |
Volume Level 6 asks for the shape of a slice on about one draw in six, in English and Spanish, in five fixed cases: a rectangular prism sliced parallel to its base (a rectangle); a cylinder sliced parallel to its base (a circle) and straight down through its center (a rectangle); and a square pyramid sliced parallel to its base (a smaller square) and straight down through its apex (a triangle). The child picks the shape's name from three. 'Describe' is a production verb, and here it is served by picking. Limits against the Alaska text: the right rectangular prism is sliced only parallel to its base, never perpendicular or at a slant; the only pyramid has a square base; and no solid or slice is drawn. PARTIAL. (17OCT2026 Alaska build) Blocking clause: Describe the two-dimensional figures, i.e., cross-section, that result from slicing three-dimensional figures |
| 7.G.4 | PARTIAL | geometrySaplingQ L9 form 0 (circle); geometrySaplingQ L9 and L8 cylinder surface area 'A circle has radius 7. What is its circumference, in terms of π?' / '… What is its area, in terms of π?' (pick 14π or 49π from three: the other formula's answer and 7π); cylinder and soup-can surface area use πr² lids and a 2πr-by-h side. ▶ Play a live item from this skill |
Geometry Level 9 asks for a circle's circumference or area from its radius (3 to 9) on about one draw in four. Answers are exact in π and picked from three, including the other formula's answer, and the explanation contrasts the rim with the inside. Both formulas are also used inside a problem in the cylinder surface-area items (geometry Level 9, and the soup can at Level 8): two lids of πr² plus a side of 2πr × h. Not practiced: no item gives the diameter or works backward from a circumference or an area. No item asks for, or walks through, an informal derivation of how circumference and area are related. PARTIAL. (17OCT2026 Alaska build) Blocking clause: give an informal derivation of the relationship between the circumference and area of a circle |
| 7.G.5 | PARTIAL | geometrySaplingQ L9 form 1 (angle pairs) Type the equation for an unknown supplementary or complementary angle ('Two angles are supplementary. One measures 65°. Write an equation for the other angle m.' → m + 65 = 180); type the solution ('Solve m + 65 = 180 for the other angle. Write m = …'); pick a vertical angle or a supplement from three. ▶ Play a live item from this skill |
Geometry Level 9 deals angle pairs on about one draw in four. The child types the equation for an unknown supplementary or complementary angle (m + 65 = 180, m + 25 = 90), types the solution of such an equation ('Solve m + 65 = 180 for the other angle. Write m = …'), or picks a supplement or a vertical angle from three. Supplementary and complementary angles are written and solved. Vertical angles appear only as a one-step pick ('vertical angles are equal'), where the wrong choice 180 − a is the adjacent angle (the explanation calls it 'the neighbor'). Adjacent angles are never named, and neither vertical nor adjacent angles go into an equation. Each of these items is one step, stated in words, with no figure. The nearest two-step angle item is at geometry Level 10: it finds the exterior angle of a triangle (the third angle from the angle sum, then its supplement). It is picked from three, with no equation and no figure, and serves the grade-8 triangle-angle standard. No item puts these angle facts into a multi-step problem with an equation to write and solve, and no unknown angle is ever found in a figure. Kansas places this standard at grade 8 (Kansas 8.G.4), where it is also PARTIAL for the same reasons. PARTIAL. (17OCT2026 Alaska build; corrected 18OCT2026) Blocking clause: in a multi-step problem to write and solve simple equations for an unknown angle in a figure |
| 7.G.6 | PARTIAL | geometrySaplingQ L6-L8; volumeSaplingQ L4-L5 Pick from three: area of a triangle, parallelogram or trapezoid (geometry L6), an L-shape or a kite (L7); cube and rectangular-prism surface area from a described net (L8); right rectangular prism volume with a half-unit edge (volume L4) and V = Bh (volume L5). ▶ Play a live item: level 6 · level 7 · level 8 |
Area, volume and surface area are each computed by choosing from three. Area: triangles, parallelograms and trapezoids (geometry Level 6), and an L-shape (a rectangle with a corner removed) and a kite (Level 7). Surface area: a cube and a rectangular prism from a described net (Level 8). Volume: right rectangular prisms with a half-unit edge, and V = Bh (volume Levels 4-5). Limits: every one of these items sits at a level that also serves the grade-6 area, volume and net standards (6.G.1, 6.G.2, 6.G.4), so this grade-7 standard has no grade-7 evidence of its own. None of these items is set in a real-world situation (the soup can at geometry Level 8 is a cylinder, which is not in Alaska's list). The only composite figure is the L-shape, and no three-dimensional object is built from more than one solid. PARTIAL. (17OCT2026 Alaska build) Blocking clause: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms |
| 7.SP.1 | PARTIAL | statisticsSamplingQ (statistics L6) representative-sample and bias forms; multiSampleQ form 1 (projection) Picked from three: 'You want to learn about all students at your school. Which sample is MOST representative?' ('pick 40 student ID numbers at random from the office list' vs 'survey the first 40 students to arrive each morning' vs another scenario's biased sample); 'To learn about …, why is the sample "…" BIASED?'; 'In a random sample of 30 students, 12 prefer pizza. The school has 400 students. What is the best ESTIMATE of the total who prefer pizza?' (about 160). Six fixed scenarios, English and Spanish. ▶ Play a live item from this skill |
Statistics L6 asks about samples in six fixed scenarios, in English and Spanish: which sample is MOST representative of a stated population ('pick 40 student ID numbers at random from the office list' against surveying the first 40 students to arrive), and why a named convenience sample is BIASED. A projection item uses a random sample of 30 to estimate a school-wide count ('about 160'). Held PARTIAL. Alaska's 'reasonably sized sample' is never judged: the child never weighs whether a sample is big enough, and the only option about size ('because the sample is too large to be a fair one') is always wrong. The representative item always keys the only option that mentions randomness. The bias item's two wrong answers are the same fixed sentences in every deal, both beginning 'because', which the key never does, so it can be answered without reading the scenario. The child never meets a random sample that fails to represent its population, so 'random sampling tends to produce representative samples' is shown only as always. (17OCT2026 Alaska build) Blocking clause: by examining a reasonably sized sample of the population |
| 7.SP.2 | PARTIAL | multiSampleQ forms 0-1 (dealt in statisticsSamplingQ, statistics L6); twoPopulationsQ (statistics L6) Picked from three: 'Five random samples from the SAME school give these mean sleep hours: 5.6, 5.9, 5.7, 6.0, 5.8. What do the five samples together show?' (key: the estimates vary a little around 5.8, the true mean sits nearby); 'In a random sample of 30 students, 12 prefer pizza. The school has 400 students. What is the best ESTIMATE…?' ('about 160' vs 'exactly 160' vs 12). |
Statistics L6 lists five random-sample means from one school ('5.6, 5.9, 5.7, 6.0, 5.8' mean sleep hours) and asks what they show together; the credited answer is that the estimates vary a little around 5.8 and the true mean sits nearby, against 'one sample was done wrong' and 'the school changed its habits'. Another item projects a random sample of 30 onto the school ('about 160', against 'exactly 160' and the sample count). Two-sample comparisons draw inferences from printed centers and spreads (see 7.SP.4). Held PARTIAL: the child never generates samples or simulated samples. The five means arrive computed, their sample size is never stated, and the five-means item always keys the same wording. 'Gauge how far off the estimate or prediction might be' is met only as the words 'vary a little' or 'about', never as an amount the child estimates. (17OCT2026 Alaska build) Blocking clause: Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions; Gauge how far off the estimate or prediction might be |
| 7.SP.3 | PARTIAL | overlapDotPlotQ forms 0-1; centersVsMADQ forms 0-1 (statistics L6; LEVEL_EVIDENCE 'statistics:6' floor) Stacked dot plots on one axis (lists printed): 'How much do the two distributions overlap?' (hardly at all / heavily / cannot be judged without the means), picked; 'How many MADs apart are their means?' from the same plots (MAD exactly 1), picked; typed: 'Team A averages 14 points (MAD 3). Team B averages 20 points, with the same MAD. The difference between the means is how many MADs?' (2); 'Two teams with SIMILAR variability have means 1 MAD apart. What does that tell you?' (could be chance vs a real difference). |
Statistics L6 has both of Alaska's clauses. Two samples are drawn as stacked dot plots on one axis (both lists also printed) and the child judges how much they overlap ('hardly at all — there is clear daylight between them' or 'heavily'). The difference between centers is expressed as a multiple of the MAD three ways: TYPED from two team means and a stated MAD ('Team A averages 14 points (MAD 3)… Team B averages 20 points… how many MADs?' → 2), picked from the same dot plots (MAD exactly 1), and read in words (1 MAD apart 'could be chance', 2-4 MADs apart 'a real difference'). English and Spanish. Held PARTIAL on 'Informally assess the degree of visual overlap': the plotted pairs are always 1 apart or 6-7 apart, so overlap is a two-level judgement with no middle case such as Alaska's own example of a gap about twice the MAD. (17OCT2026 Alaska build) Blocking clause: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities |
| 7.SP.4 | FULL | twoPopulationsQ forms 0-3; statisticsSamplingQ team-comparison form (statistics L6; LEVEL_EVIDENCE 'statistics:6' floor of 2 comparative items per full round) Picked from three: 'Random samples: plants given fertilizer have a mean of 46 cm tall (mean absolute deviation, MAD, 2); plants given none have a mean of 40 (MAD 2). Can you infer that plants given fertilizer generally have higher values than plants given none?'; medians beside ranges with options crossing a center claim and a spread claim; equal means beside modes and ranges; Team A vs Team B means with a stated MAD, pick the valid informal conclusion. |
Statistics L6 has the child compare two random samples using a center and a spread printed for both, picked from three choices. In 'Random samples: plants given fertilizer have a mean of 46 cm tall (mean absolute deviation, MAD, 2); plants given none have a mean of 40 (mean absolute deviation, MAD, 2). Can you infer that plants given fertilizer generally have higher values than plants given none?', the gap between centers (4, 6 or 8) never decides it: a gap more than twice the spread keys a real difference, a spread twice the gap keys heavy overlap, and 'the bigger center settles it' is a wrong answer in every deal of that form. Other forms set medians beside ranges (options cross a center claim with a spread claim, and the medians are equal in half the deals) and equal means beside modes and ranges, and a team form asks for the valid informal conclusion from two means and a MAD. Five contexts (fertilizer and plant height, 8th- and 6th-grade heights, bus and car travel time, quiz scores, pages read), English and Spanish. Every full Statistics L6 round carries at least two items from the two-group comparison families, a pool that also holds the overlap and MAD-multiple items written for 7.SP.3, so the two-population forms above appear in most rounds but not in every one. The child does what Alaska's statement asks: uses measures of center and variability from random samples to draw an informal comparative inference about two populations. Limit: the two spread outcomes sit at the extremes, with no near-threshold case. (17OCT2026 Alaska build) |
| 7.SP.5 | FULL | probabilityG7Q L4 kinds 0 and 2 Picked from three: 'A bag holds 3 red marbles and 5 blue ones. What is P(red)?' (3/8 vs part-to-part 3/5 and 5/8); 'The probability of an event is 7/8. Which word describes it?' (unlikely / likely / as likely as not), probabilities 1/8, 1/10, 1/2, 7/8, 9/10. ▶ Play a live item from this skill |
Probability L4 has the child find a probability as a number from 0 to 1, a fraction of the total ('A bag holds 3 red marbles and 5 blue ones. What is P(red)?' → 3/8, with the part-to-part ratio 3/5 on screen as a wrong option in every deal), and, in one of its three forms, name the likelihood a probability expresses ('The probability of an event is 7/8. Which word describes it?': unlikely, likely, or as likely as not). That form places probabilities near 0 (1/8, 1/10), near 1 (7/8, 9/10) and at 1/2 on Alaska's scale, and the feedback states that probability lives between 0 and 1, near 0 unlikely, near 1 likely, 1/2 in the middle. English and Spanish. Limits: the likelihood form draws from only five fixed probabilities, always given as fractions, and no item asks the child to judge the likelihood of a probability they have just computed. (17OCT2026 Alaska build) |
| 7.SP.6 | PARTIAL | probabilityG7Q L4 kind 1 (expected count); probabilityG7Q L5 k5 0 (experimental probability) Picked: 'P(red) = 2/7. If you draw 42 times (replacing each time), about how many red marbles do you expect?' (12); 'You flip a coin 50 times and get 18 heads. What is the EXPERIMENTAL probability of heads?' (18/50 vs 1/2 and 32/50). ▶ Play a live item from this skill |
Two parts are practiced at Probability L4-L5, picked from three choices. The child predicts a count from a probability ('P(red) = 2/7. If you draw 42 times (replacing each time), about how many red marbles do you expect?' → 12), and reads an experimental probability from given results ('You flip a coin 50 times and get 18 heads. What is the EXPERIMENTAL probability of heads?' → 18/50, with the theoretical 1/2 as a wrong choice). Held PARTIAL: no item has the child collect data from a chance process, because the flips and heads are always printed in the question, and the long-run idea that relative frequency settles toward the probability appears only in the feedback, never as a question. (17OCT2026 Alaska build) Blocking clause: by collecting data on the chance process that produces it and observing its long-run relative frequency |
| 7.SP.7 | PARTIAL | probabilityG7Q L5 (die form, coin-experiment form, simulation-device form); probabilityG7Q L4 kind 0 (marble bag) Picked: 'You roll a fair 6-sided die. What is P(rolling more than 2)?' (4/6); experimental probability of heads from given flips; marble-bag P(color); 'You want to simulate a 1-in-4 chance. Which design models it EXACTLY?' (a 4-equal-section spinner). ▶ Play a live item from this skill |
Probability L4-L5 has the child use given models to find probabilities: a fair die ('What is P(rolling more than 2)?' → 4/6), marble bags, and the experimental probability of heads from given flips. A simulation item asks which device models a stated chance exactly ('a 1-in-4 chance' → a 4-equal-section spinner). Held PARTIAL: every model is given. The child never designs a uniform model by assigning equal probabilities (part a) or builds a model from observed frequencies (part b; nothing like the spinning penny or tossed paper cup appears). The coin item is the only observed data, and no item asks the child to compare a model's probability with observed frequencies, judge whether they agree, or explain a discrepancy. (17OCT2026 Alaska build) Blocking clause: Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy; Design a uniform probability model by assigning equal probability to all outcomes; Design a probability model (which may not be uniform) by observing frequencies in data generated from a chance process |
| 7.SP.8 | PARTIAL | probabilityG7Q L6 kinds 0-2 (two-coin item; coin-and-die probability; coin-and-die outcome table; spinner-and-die count) 'You flip TWO fair coins. What is P(two heads)?' (1/4 vs 1/2 and 1/3), picked; 'You flip a coin and roll an 8-sided die. What is P(heads AND rolling a 5)?' (1/16), picked; on a drawn 2 × 6 sample-space table, tap EVERY outcome in 'heads AND an even number' / 'tails AND a number greater than 4' / 'heads AND a prime number'; 'A spinner has 3 colors and you roll a 4-sided die. How many outcomes are in the sample space of (color, number) pairs?' (12), picked. ▶ Play a live item from this skill |
Probability L6 deals four compound-event forms. The child finds compound probabilities as a fraction of the sample space ('You flip TWO fair coins. What is P(two heads)?' → 1/4, against 1/2 and 1/3; 'You flip a coin and roll an 8-sided die. What is P(heads AND rolling a 5)?' → 1/16), which is part a. A 2 × 6 coin-and-die sample-space table is drawn on screen and the child taps EVERY outcome in an event described in words ('heads AND an even number', 'tails AND a number greater than 4', 'heads AND a prime number'), identifying the outcomes that compose the event (part b). A fourth form counts a spinner-and-die sample space (3 colors and a 4-sided die → 12). English and Spanish. Held PARTIAL: the table is always drawn for the child, and no item has the child build an organized list, table or tree diagram; every probability asked is a single outcome; and no item designs or uses a simulation for a compound event (the only simulation item, at Probability L5, matches a device to a simple chance). (17OCT2026 Alaska build) Blocking clause: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams; Design and use a simulation to generate frequencies for compound events |
| Code | Verdict | Evidence (generator · forms) | Notes |
|---|---|---|---|
| 8.NS.1 | PARTIAL | irrationalsQ L1 (which-is-irrational and why-is-sqrt-perfect-rational forms; repeatingToFractionQ / delayedRepeatQ / whyRationalsRepeatQ at the same level) "Which of these numbers is IRRATIONAL?": the child picks a square root of a non-perfect square (sqrt 2 to sqrt 20). The other two options are the root of a perfect square (4, 9, 16, 25 or 36) and one of 0.75, 1/3 or 0.2. "Why is sqrt 9 RATIONAL?": the child picks one of three reasons. At the same level the child also converts a repeating decimal to a fraction (0.1818... to 2/11, 0.1666... to 1/6), finds the longest a repeating block can be, and picks the repeating block from a long-division remainder trail. Every answer is picked. English and Spanish. ▶ Play a live item from this skill |
In Rational & Irrational Level 1 the child answers "Which of these numbers is IRRATIONAL?" The right answer is a square root such as sqrt 11. The other options are the square root of a perfect square and one of 0.75, 1/3 or 0.2. A second item asks "Why is sqrt 9 RATIONAL?", with "because any square root is whole" as a wrong answer. So the child classifies a ratio of two integers, a terminating decimal and a root that equals a whole number. Repeating decimals appear at this level only in conversions: the child writes 0.1818... or 0.1666... as a fraction. That shows a repeating decimal is a ratio of integers, but no item asks whether a number written as a repeating decimal is rational or irrational. The irrational numbers shown are always square roots. Pi and non-repeating decimals never appear. The row stays PARTIAL because the child never classifies a repeating decimal number. English and Spanish. (17OCT2026 Alaska build) Blocking clause: a repeating decimal number |
| 8.NS.2 | PARTIAL | irrationalsQ L2-L3 L2: "Between which two consecutive integers does sqrt 11 sit?" The child picks from three consecutive-integer pairs, and the explanation boxes the number between perfect squares. L3: "Which integer is sqrt 11 CLOSER to?" The explanation checks against 3.5 squared. Every answer is picked. English and Spanish. ▶ Play a live item: level 2 · level 3 |
In Rational & Irrational Level 2 the child answers "Between which two consecutive integers does sqrt 11 sit?" In Level 3 the child answers "Which integer is sqrt 11 CLOSER to?" The explanation shows the method: box the number between perfect squares, then compare it with 3.5 squared. This is the first step of the standard's own example (sqrt 2 is between 1 and 2). English and Spanish. Not practiced: ordering real numbers (no item orders a set of numbers or compares two irrational numbers); locating them on a number line (no number is placed on a drawn line); narrowing to tenths ('then between 1.4 and 1.5'); and explaining 'how to continue on to get better approximations'. (17OCT2026 Alaska build) Blocking clause: Order real numbers, using approximations of irrational numbers, locating them on a number line |
| 8.NS.3 | PARTIAL | factorsQ L4 form 0 (prime factorization) "What is the PRIME factorization of 36? (Every factor in the product is prime.)" N is one of 12, 18, 20, 24, 28, 30, 36, 40, 42 or 45. The child picks 2 x 2 x 3 x 3. One wrong option is a product that still has a composite factor (2 x 2 x 9) or includes a 1. The other is all prime but makes a different number (2 x 2 x 2 x 3, or one prime too many). Every product is written as repeated factors, never with exponents. Picked. English and Spanish. |
Factors & Multiples Level 4, a grade-4 skill, asks questions such as "What is the PRIME factorization of 36? (Every factor in the product is prime.)" for numbers from 12 to 45. The child picks 2 x 2 x 3 x 3 over a product that still has a composite factor or a 1 in it (2 x 2 x 9), or one that is all prime but makes a different number. This is about one Level 4 item in four. English and Spanish. The child does identify a prime factorization, but every product is written as repeated factors. No item writes or identifies a prime factorization using exponents (2^2 x 3^2). The grades 6-8 Expressions items do use exponents: they evaluate a power such as 3^4, multiply powers of the same base such as 2^3 x 2^5, and use scientific notation. None of them uses exponents to write a prime factorization. The verdict is also capped at PARTIAL because the only evidence is a grade-4 level. (17OCT2026 Alaska build) Blocking clause: using exponents |
| 8.EE.1 | PARTIAL | expressionsG8Q kind 2 (expressions L6, product of powers); rootsSciNotationQ form 2 (expressions L6, multiply in scientific notation); sciTimesAndUnitsQ how-many-times (expressions L6) Shown b^m × b^n (base 2 to 7), the child picks b^(m+n) from three choices. The wrong choices are named slips: multiplying the exponents, squaring the base, or subtracting the exponents. Inside scientific notation the child picks (a × 10^m)(b × 10^n) = ab × 10^(m+n), and divides two quantities by subtracting powers of ten, some with negative exponents (10^-4 against 10^-6). ▶ Play a live item from this skill |
At expressions Level 6 the child is shown a product such as 4^2 × 4^5 and picks 4^7 from three choices, with explanations in English or Spanish. The two wrong choices are drawn from named slips: multiplying the exponents, squaring the base, both of those at once, or subtracting the exponents. The product property also runs inside scientific notation: (3 × 10^4) × (2 × 10^3) is picked as 6 × 10^7. The 'how many times as much' and change-the-unit items divide powers of ten by subtracting exponents, including negative ones (a grain of sand at about 10^-4 m against a bacterium at about 10^-6 m), and other Level 6 items have the child pick 4.5 × 10^-4 for 0.00045. That is the product property for any base and the quotient property for powers of ten only. A zero exponent appears only inside the explanation of two change-the-unit items (3 × 10^9 ÷ 10^9 = 3 × 10^0 = 3, so 3 × 10^9 bytes is 3 gigabytes); the child picks the plain answer. Outside powers of ten every exponent is a positive whole number. No grades 6-8 item applies the power-of-a-power, zero-exponent or negative-exponent property to rewrite an expression the way Alaska's example does (3² × 3⁻⁵ = 3⁻³ = 1/3³ = 1/27). In grades 6-8 the power-of-a-power rule appears only in the explanation of a wrong choice. No grades 6-8 item asks for or shows a rational exponent; the typed root item accepts 50^(1/2) as well as √50 but never asks for it. The child picks the equivalent expression rather than writing it. Kansas deleted this standard, so there is no Kansas row to seed from. (17OCT2026 Alaska build; corrected 18OCT2026) Blocking clause: Apply the properties (product, quotient, power, zero, negative exponents, and rational exponents) of integer exponents to generate equivalent numerical expressions. For example, 3² × 3⁻⁵ = 3⁻³ = 1/3³ = 1/27. |
| 8.EE.2 | PARTIAL | rootsSciNotationQ forms 0-1 (expressions L6); irrationalsQ L1 The child evaluates √p for perfect squares 9 to 625 and ∛p for 8, 27, 64 and 125, typed on the number pad in live rounds. The child solves x² = p for a square's side and x³ = p for a cube's edge, typed in about half of live deals and picked as 'x = r' otherwise. The child types a non-perfect solution with a root symbol (x² = 50 answered √50 or 5√2; x³ = 30 answered ∛30). The child picks which number is irrational (√n, n = 2, 3, 5 … 20) against √(perfect square) and a rational decimal or fraction, and picks why √(perfect square) is rational. ▶ Play a live item from this skill |
Square roots of perfect squares (√9 to √625) and cube roots of 8, 27, 64 and 125 are typed on the number pad in live rounds. Solutions of x² = p (a square's side) and x³ = p (a cube's edge) are typed in about half of live deals and picked as 'x = r' otherwise. Using a root symbol for a solution that is not whole is typed too (x² = 50 accepts √50 or 5√2; x³ = 30 accepts ∛30), but rarely: about 1 Level 6 question in 100 for √ and 1 in 200 for ∛, which matches the code's odds. At Rational & Irrational Level 1 the child picks the irrational number from a √n, a √(perfect square) and a rational decimal or fraction; √2 is one of the fourteen roots dealt. A second item asks why √(perfect square) is rational, and its wrong choice 'any square root is whole' is answered with √2 = 1.414… never ending or repeating. Held PARTIAL because every p is a whole number. Alaska says p is a positive rational number, and no fraction or decimal p (such as x² = 4/9 or x³ = 0.008) is ever dealt. (17OCT2026 Alaska build) Blocking clause: where p is a positive rational number |
| 8.EE.3 | PARTIAL | expressionsG8Q kinds 0-1 (expressions L6); sciSmallUnitsQ form 0; sciTimesAndUnitsQ how-many-times; rootsSciNotationQ form 3 'cells' context The child picks the scientific-notation form of a large number (4,500,000 → 4.5 × 10^6, against an exponent slip and a 45 × 10^5 format-rule foil) or a small one (0.00045 → 4.5 × 10^-4). The child picks the numeral for d × 10^k. Given two quantities already written as a digit times a power of ten (a country and a city, a lake and a pool, a library and a book, a sand grain and a bacterium, a hair and a virus), the child picks how many times as much one is, from three choices. ▶ Play a live item from this skill |
The single-digit-times-a-power-of-ten form runs both ways: the child picks the scientific-notation form of a large or small number and picks the numeral for d × 10^k. The how-many-times family uses unequal fronts in the standard's own shape. For example, 'One country has about 6 × 10^8 people; a city in it has about 2 × 10^5' is answered 3 × 10^3. Some items use very small quantities with negative exponents, and some need a front quotient below 1 regrouped (2 ÷ 4 = 0.5 becomes 5 × 10^(gap − 1)). Held PARTIAL because every quantity is exact or arrives already in scientific notation. No item gives a messy quantity (such as a population of 331,449,281) and asks the child to estimate it as a single digit times a power of ten. Every how-many-times answer is picked from three. (17OCT2026 Alaska build) Blocking clause: to estimate very large or very small quantities |
| 8.EE.4 | PARTIAL | rootsSciNotationQ forms 2-3; sciSmallUnitsQ forms 1-2; sciTimesAndUnitsQ (all expressions L6) The child picks the product (a × 10^m)(b × 10^n) and the quotient of two scientific-notation quantities ('how many times as much'), from three choices. The child picks the sensible unit for a very large or very small measurement (7 contexts) and picks the measurement re-expressed in that unit (6 contexts). The child reads a calculator's E-notation (E3 to E5, either sign) as a numeral and expands 1.5 × 10^8 km. ▶ Play a live item from this skill |
Operations in scientific notation are multiplication ((3 × 10^4) × (2 × 10^3) = 6 × 10^7) and division (the how-many-times family), each picked from three choices. There is no addition or subtraction, and no operation has one number in standard notation and the other in scientific notation. The two notations meet only when a number is changed from one form to the other: the Sun's 1.5 × 10^8 km written out, calculator E-notation read as a numeral, a hair 0.00007 m wide matched to 7 × 10^1 micrometers, and the change-the-unit answers, which are plain numbers (7 × 10^-5 m is 70 micrometers). Choosing units is practiced: the child picks the sensible unit in seven contexts (bacterium, virus, hair, Sun distance, video file, whale, text file); in two of them the unit printed in the prompt is the right one. The child also picks the measurement re-expressed in the chosen unit in six fixed contexts (for example 2 × 10^-6 m as 2 micrometers). One of those six is a rate: a river's 4 × 10^7 liters a day is re-expressed as '40 megaliters', with 'a day' dropped. The technology clause is met: the child reads calculator E-notation with either sign (for example 4.7E5 and 4.7E−5) as a numeral. The child never writes a number in scientific notation; every form is a choice. (17OCT2026 Alaska build; corrected 18OCT2026) Blocking clause: Perform operations with numbers expressed in scientific notation, including problems where both standard notation and scientific notation are used |
| 8.EE.5 | PARTIAL | functionsQ L5 forms 0, 1, 2 and 4 (plot, then pick); functionsQ L4 kayak; functionsQ L2; systemsQ graph forms (equations L9) The child taps three listed points of a line ((0, b), (1, b + m), (2, b + 2m)) on a grid that draws the line through them, then picks how much y rises per step of 1 or where the line crosses the y-axis. The child plots a proportional line and picks what (1, k) means (the unit rate). The child picks what the m or the b of a kayak rental y = mx + b means. The child compares a table or plotted line with an equation y = mx + b (b at least 1) to say which grows faster. ▶ Play a live item from this skill |
The child graphs lines by tapping points that the prompt lists. No item gives only the equation y = mx + b and has the child find points to graph; at equations Level 9 the equation is printed, but its two points are listed too. After plotting at functions Level 5, the child reads m as the rise per step of 1 and b as the y-axis crossing, picking one of three numbers; the explanation names b as the b in y = mx + b. At functions Level 4 the child picks what either number in a kayak rental y = mx + b means: the cost of each hour or the starting cost. The compare clause has no item. Each two-function comparison has y = mx + b with b at least 1, which is not proportional, on one side: at functions Level 2 it is compared with a table through (0, 0), and at Level 5 with a line the child plots, which passes through the origin in a little under half of deals. Both rates are also printed in the answer choices. The ratios Level 6 better-buy compares two unit prices, but both packages are given the same way ('A: 8 oz for $2.80. B: 12 oz for $4.80'), not in different representations. No distance-time graph is compared with a distance-time equation. (17OCT2026 Alaska build; corrected 18OCT2026) Blocking clause: Compare two different proportional relationships represented in different ways |
| 8.EE.6 | PARTIAL | functionsQ L5 form 3 (slope triangles); proportionalGraphQ form 0 (ratios L8); twoVarRelationQ write (equations L6); explainQ xp-slope-same (Writing Coach) The child plots (0, 0), (2, 2m) and (4, 4m), is asked to compare rise÷run on the two segments, and picks 'the slope is the same … the triangles are similar' against 'the slope changes …' choices (three phrasings). The child picks y = kx for a drawn proportional line, and types d = kt or d = t + k from a table (a Grade 6 item). With Writing Coach on, the child writes why the slope of y = 3x is the same between (1, 3) and (2, 6) as between (2, 6) and (5, 15). ▶ Play a live item from this skill |
At functions Level 5 (one form in five) the child plots (0, 0), (2, 2m) and (4, 4m), compares rise÷run on the two segments, and picks that the slope is the same because the triangles are similar. The wrong choices say the slope changes as x grows or depends on the points chosen. The similar-triangles reasoning is recognized but not explained. The explanation is shown after the answer. Only with Writing Coach on (a district-enabled paid feature) does the child write why the slope of y = 3x is the same between two pairs of points, and that written work is the only explaining. Every line in this form passes through the origin. For y = mx, the child picks y = kx for a drawn proportional line at ratios Level 8. At equations Level 6 (a Grade 6 item) the child types d = kt or d = t + k from a table, in about one live deal in twelve. No item has the child derive y = mx + b for a line that crosses the vertical axis at b. (17OCT2026 Alaska build) Blocking clause: Use similar triangles to explain why the slope m is the same between any two distinct points ... derive ... the equation y = mx + b for a line intercepting the vertical axis at b |
| 8.EE.7 | PARTIAL | equationsG8Q (equations L8): kinds 0-3, decimal-coefficient form, distributiveEqQ, rationalBracketEqQ The child solves equations with x on both sides (ax + b = cx + d), decimal coefficients (0.5x + b = c, 1.5x + b = c), (1/n)(x + q) = r, 0.25(x − b) + x = c, and a(x − b) + cx = d, mostly by picking from three. In some live deals the child types the expansion ((a + c)x − ab) or types x = …. The child also answers a two-gym equal-cost word problem, and classifies ax + b = ax + d as 'no solution' or 'infinitely many solutions' against the other case and 'exactly one solution, x = d'. ▶ Play a live item from this skill |
Part b is practiced across its full scope at equations Level 8, in English and Spanish. Coefficients are decimals and fractions (0.5x + 3 = 7, 1.5x + 2 = 11, (1/4)(x + 2) = 3, 0.25(x − 4) + x = 9). Some equations need distributing and collecting like terms, such as 3(x − 2) + 2x = 19; the expansion or the solution is typed in some live deals, and the rest are picked from three. Part a is not practiced. The child is shown ax + b = ax + d and picks 'no solution' or 'infinitely many solutions', and the explanation does the subtraction. 'Exactly one solution' is offered but is never the right answer, and the equation always has the same shape. The child never gives an example of each kind, and never transforms the equation step by step to x = a, a = a or a = b. Alaska prints a and b in one row, so the row is PARTIAL. (17OCT2026 Alaska build) Blocking clause: Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms |
| 8.EE.8 | PARTIAL | systemsQ (equations L9): graph forms (both lines plotted, or one pre-drawn), plain solve, count solutions; equationsG8Q kind 3 gym (equations L8); explainQ xp-system-intersection / xp-system-count (Writing Coach) The child plots two listed points of each line, y = mx + b and y = x + c (or only y = x + c, with y = mx + b already drawn), and picks where the lines cross. Without a graph, the child picks the solution of the same kind of system from three choices; the wrong choices are a point on one line only, the pair written backwards, or a point one square off. The child picks how many solutions y = mx + b and a second equation have (none for parallel lines, infinitely many for the same line, one when the lines cross). ▶ Play a live item from this skill |
Kansas Grade 8 has no systems standard, so this row is judged fresh from equations Level 9, the top Grade 6-8 level of that skill. Part b is practiced by picking. The child solves systems by choosing the solution from three; the wrong choices are a point on one line only, the pair written backwards, or a point one square off. In graph items the child plots two listed points of each line (or of y = x + c, with y = mx + b already drawn) and picks where the lines cross. The child tells by inspection how many solutions a system has: same slope with different intercepts gives none, the same line gives infinitely many, and different slopes give one. The range is narrow. Every system is in y = mx + b form (never like 3x + 2y = 5 and 3x + 2y = 6). In every solve and graph item the second line is y = x + c. Every solution is a whole-number point, so solutions are read exactly and never estimated. For part a, the child plots both lines, picks their crossing as the solution, and is then told the solution 'lives on BOTH lines'. The child shows nothing; only with Writing Coach on (a district-enabled paid feature) does the child write why a crossing point solves both equations. Part c is touched by one real-world item, about one equations Level 8 question in seven: Gym A charges more per month, Gym B charges less per month plus a joining fee, and the child picks after how many months they cost the same, from three choices. The two cost rules are two linear equations, but the child never writes them and is never asked for the shared cost; the explanation sets the costs equal as one equation (for example 5x = 3x + 8). No item asks whether the line through one pair of points crosses the line through another pair. (17OCT2026 Alaska build; corrected 18OCT2026) Blocking clause: Show that the solution to a system of two linear equations in two variables is the intersection of the graphs of those equations because points of intersection satisfy both equations simultaneously ... estimate solutions by graphing the equations ... Solve real-world and mathematical problems leading to two linear equations in two variables |
| 8.G.1 | PARTIAL | transformationsQ (coordinate-grid L6) kind 0 translation, kind 1 reflection-identify, kind 2 congruent branch; similarityOrientationQ orientation form Multiple choice in text only, English and Spanish. Where a point lands after a translation ('The point (3, 5) is translated 2 right and 4 down. Where does it land?'). Which transformation carries (x, y) to (-x, y) or (x, -y): a reflection across the y-axis, a reflection across the x-axis, or a translation upward. 'A figure is reflected, then translated. How does it relate to the original?' with the answer 'congruent - exactly the same size and the same SHAPE'. A clockwise A-B-C that now runs counterclockwise, with the answer 'a reflection - it reverses orientation'. No figure or grid is drawn, and no item uses a rotation. ▶ Play a live item from this skill |
Outside Writing Coach, the only coordinate-grid level 6 items with coordinates move a single point, never a figure. The child picks where a point lands after a translation ('The point (3, 5) is translated 2 right and 4 down. Where does it land?') and which reflection carries (x, y) to (-x, y) or (x, -y). Figures appear only in words, with no coordinates: for 'A figure is reflected, then translated. How does it relate to the original?' the child picks 'congruent - exactly the same size and the same shape', and the explanation says that rigid motions move a figure without stretching it. A separate item has the child pick a reflection as the transformation that reverses a triangle's clockwise vertex order. These items are multiple choice in English and Spanish, with no figure or grid drawn. With Writing Coach on (a paid plan or a live school sponsorship, with the district switch on), the same level sometimes gives two congruent triangles by their vertices. The student describes a sequence of rigid transformations and says why the triangles are congruent, and the AI reviewer looks for the statement that rigid transformations keep side lengths and angles. That is a fact the student states in writing, not one the student verifies, and it is Writing-Coach-only evidence. Not practiced: 'Through experimentation, verify the properties of rotations, reflections, and translations (transformations) to figures on a coordinate plane'. The child never experiments with a figure on a coordinate plane, and no Grade 6-8 item applies a rotation. No item has the child verify the properties Alaska lists: (a) lines and line segments are taken to lines and segments of the same length, (b) angles are taken to angles of the same measure, (c) parallel lines are taken to parallel lines. Nothing about parallel lines staying parallel is asked. (17OCT2026 Alaska build; corrected 18OCT2026) Blocking clause: Through experimentation, verify the properties of rotations, reflections, and translations (transformations) to figures on a coordinate plane |
| 8.G.2 | PARTIAL | transformationsQ (coordinate-grid L6) kind 1 and kind 2 congruent branch; Writing Coach explain xp-rigid-sequence (maybeExplain at the top of transformationsQ) The child picks which single transformation carries a point to its image (a reflection across the y-axis or the x-axis, or a translation upward), and picks 'congruent' for a figure that is reflected, then translated. With Writing Coach on, one fixed prompt gives Triangle A at (1, 1), (4, 1), (1, 3) and Triangle B at (-1, 1), (-4, 1), (-1, 3). The student writes a sequence of rigid transformations carrying A onto B and says why the triangles are congruent. The AI reviewer judges the answer against a two-line rubric. ▶ Play a live item from this skill |
Coordinate-grid level 6 asks which single transformation carries a point (x, y) to (-x, y) or (x, -y), and whether a figure that is reflected, then translated, is congruent to the original. Both are multiple choice, with no figure drawn. With Writing Coach on (a paid plan or a live school sponsorship, with the district switch on), the student is sometimes given two congruent triangles by their vertices. The student then writes a sequence of rigid transformations that carries one onto the other, and the AI reviewer checks it against a rubric: a reflection across the y-axis, and rigid motions keep lengths and angles. This is one fixed prompt, at most one explain item per round, in live rounds only. That is Writing-Coach-only evidence, so the row stays PARTIAL. Without Writing Coach, 'Given two congruent figures, describe a sequence that exhibits the congruence between them' is not practiced. In no form does the child apply a sequence of translations, reflections and rotations to a two-dimensional figure: only single points move, and no Grade 6-8 item uses a rotation. (17OCT2026 Alaska build) Blocking clause: Given two congruent figures, describe a sequence that exhibits the congruence between them. |
| 8.G.3 | PARTIAL | transformationsQ (coordinate-grid L6) kinds 0-2 'The point (3, 5) is translated 2 right and 4 down. Where does it land?' (the move is right or left and up or down), with three coordinate pairs to pick from. 'Which transformation carries (4, 6) to (-4, 6)?' (or to (4, -6)). 'A figure is dilated by a factor of 3. How does it relate to the original?' with the answer 'similar but NOT congruent', and no coordinates in that item. ▶ Play a live item from this skill |
Coordinate-grid level 6 works in coordinates for two of the four transformations, one point at a time. The child picks where a point lands after a translation ('The point (3, 5) is translated 2 right and 4 down. Where does it land?'; the move is right or left and up or down) and picks the reflection that carries (x, y) to (-x, y) or (x, -y). The explanations give the coordinate rules: right adds to x and left subtracts from it, up adds to y and down subtracts from it; a reflection across an axis changes the sign of one coordinate. These are multiple choice from three options in English and Spanish, with no figure or grid drawn. The translation's two wrong choices are two of the three other combinations of the moves (one direction reversed, or both), so neither the shared coordinates nor the point's place on the grid gives the answer away; a child who works out only one of the two coordinates still lands on the right choice about two times in three. With Writing Coach on (a paid plan or a live school sponsorship, with the district switch on), the same level sometimes gives two figures by their coordinates. One prompt gives the triangles (1, 1), (4, 1), (1, 3) and (-1, 1), (-4, 1), (-1, 3). The other gives a 2-by-3 rectangle with a corner at the origin and a 4-by-6 rectangle with a corner at (5, 0). The student writes the sequence of transformations that carries one figure onto the other, and the AI reviewer checks it against a rubric. These are two fixed prompts, at most one per round, in live rounds only, so this is Writing-Coach-only evidence. Not practiced: no Grade 6-8 item puts a rotation in coordinates. The multiple-choice dilation item ('A figure is dilated by a factor of 3. How does it relate to the original?') classifies the image as similar without any coordinates. Outside Writing Coach the child picks a choice and never describes. So 'Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates' is met only in part. (17OCT2026 Alaska build; note refreshed 31OCT2026) Blocking clause: Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. |
| 8.G.4 | PARTIAL | transformationsQ (coordinate-grid L6) kind 2 dilation branch; similarityOrientationQ similar-sides form; Writing Coach explain xp-similar-sequence 'A figure is dilated by a factor of 3. How does it relate to the original?' with the answer 'similar but NOT congruent - same shape, different size' (the other choices are 'congruent' and 'a dilation distorts the figure'). 'Two triangles are similar. The smaller has sides 4 and 7; the larger's side matching 4 measures 12. How long is the side matching 7?' (21). With Writing Coach on, one fixed prompt gives a 2-by-3 rectangle with a corner at the origin and a 4-by-6 rectangle with a corner at (5, 0). The student writes the sequence and names the scale factor, and the answer is judged against a rubric. ▶ Play a live item from this skill |
Coordinate-grid level 6 has the child pick 'similar but NOT congruent - same shape, different size' for a figure dilated by a factor of 2 or 3. In a separate form, the child finds a missing side of two similar triangles from the scale factor ('The smaller has sides 4 and 7; the larger's side matching 4 measures 12. How long is the side matching 7?'). Both are multiple choice in English and Spanish, with no figure drawn. With Writing Coach on (a paid plan or a live school sponsorship, with the district switch on), the student is sometimes given a 2-by-3 rectangle with a corner at the origin and a 4-by-6 rectangle with a corner at (5, 0). The student writes a sequence of transformations showing they are similar and names the scale factor. The AI reviewer checks it against a rubric: a dilation by 2, a translation, and same shape with proportional sides. This is one fixed prompt, at most one explain item per round, in live rounds only, so it is Writing-Coach-only evidence. Otherwise 'Describe a sequence that exhibits the similarity between them' is not practiced. In no form does the child apply a sequence of translations, reflections, rotations and dilations to a two-dimensional figure. Outside that one Writing Coach prompt, no Grade 6-8 item places a dilation in coordinates, and no Grade 6-8 item applies a rotation. (17OCT2026 Alaska build) Blocking clause: Describe a sequence that exhibits the similarity between them. |
| 8.G.5 | PARTIAL | geometryG8Q (geometry L10) kinds 1-2; g8GeomKnowledgeQ form 4 (exterior angle) 'Two angles of a triangle measure 45° and 35°. What is the third?' (180 - a - b, with a 360 foil from the quadrilateral total). 'Two interior angles of a triangle measure 55° and 40°. What is the EXTERIOR angle at the third vertex?' 'A transversal crosses two PARALLEL lines. One angle measures 75°. What is its CORRESPONDING (or alternate interior) angle?' The answer to the transversal item is always the given angle, with its supplement as a foil. All are multiple choice with no figure. ▶ Play a live item from this skill |
Geometry level 10 has the child compute with three of the four facts Alaska names. The child finds a triangle's third angle from the 180° sum ('Two angles of a triangle measure 45° and 35°. What is the third?'). The child finds an exterior angle from the two remote interior angles ('Two interior angles of a triangle measure 55° and 40°. What is the EXTERIOR angle at the third vertex?'). The child also names a corresponding or alternate interior angle when a transversal crosses parallel lines; that item always asks for an angle equal to the one given, so its answer is the number printed in the question. All are multiple choice in English and Spanish, with no figure. Not practiced: the child never justifies any of these facts with an informal argument, such as the three-copies-form-a-line arrangement or transversal reasoning; the explanations state the reason after the answer. The angle-angle criterion for similarity of triangles does not appear anywhere in the Grade 6-8 content. (17OCT2026 Alaska build) Blocking clause: Justify using informal arguments to establish facts |
| 8.G.6 | PARTIAL | g8GeomKnowledgeQ form 1 (geometry L10): squares-proof item and converse item 'In the squares proof of the Pythagorean Theorem, which comparison finishes the argument?' The child picks 'the area of the square on the hypotenuse equals the SUM of the areas on the legs' over a summed-lengths statement and a longer-leg-only statement. 'A triangle has sides 8, 15, and 17. Use the CONVERSE of the Pythagorean Theorem: is it a right triangle?' The child picks yes (the squares match), no (they do not), or 'it cannot be decided from the sides alone'. Half the triangles are near-misses with one side off by one. |
Geometry level 10 has two items on the theorem and its converse, in English and Spanish. One fixed proof item asks which comparison finishes the squares proof, and the child picks 'the area of the square on the hypotenuse equals the sum of the areas on the legs' over two wrong statements. A converse item gives three side lengths ('A triangle has sides 8, 15, and 17. Use the CONVERSE of the Pythagorean Theorem: is it a right triangle?'). Half of these are true triples and half have one side off by one, so the child must square the sides and compare. Limits: Alaska asks the student to explain the theorem and its converse, and here the child only picks one of three statements; the child never explains or orders a proof's steps. There is no figure, the converse item draws on seven base triples, and each item is about one geometry L10 question in thirty. (17OCT2026 Alaska build) Blocking clause: Explain the Pythagorean Theorem and its converse. |
| 8.G.7 | PARTIAL | geometryG8Q kind 0 (geometry L10) 'A right triangle has legs 6 and 8. How long is the hypotenuse?' or 'A right triangle has hypotenuse 13 and one leg 5. How long is the other leg?', over a bank of seven integer triples. The sum of the legs (the walk around the corner) is a foil, and the explanation checks that the hypotenuse is the longest side. Multiple choice with no figure. ▶ Play a live item from this skill |
Geometry level 10 asks for an unknown side of a right triangle in both directions: the hypotenuse from two legs, and a leg from the hypotenuse and the other leg (for example, 'A right triangle has legs 6 and 8. How long is the hypotenuse?'). These are in English and Spanish, and the explanation shows a² + b² = c² worked out. A coordinate-distance item at the same level also applies the theorem. Limits: the sides always come from seven integer Pythagorean triples, so no answer is irrational. Every find-a-side problem is a bare triangle described in words, with no figure and no real-world setting. No item applies the theorem in three dimensions: the only slant height (in the square-pyramid surface-area item) is given, never found. (17OCT2026 Alaska build) Blocking clause: in real-world ... problems in two and three dimensions |
| 8.G.8 | FULL | g8GeomKnowledgeQ form 2 (geometry L10) 'What is the distance between the points (1, 2) and (4, 6)?' The child picks 5 over the L-shaped walk 3 + 4 = 7 and a near miss. The explanation turns the changes in x and y into the legs of a right triangle: √(3² + 4²) = √25 = 5. English and Spanish. |
Geometry level 10 has the child find the distance between two points by the Pythagorean Theorem, for example 'What is the distance between the points (1, 2) and (4, 6)?' (5). The explanation reads: 'the changes are 3 in x and 4 in y - legs of a right triangle whose hypotenuse joins the points: √(3² + 4²) = √25 = 5'. The L-shaped walk, 3 + 4 = 7, is offered as a wrong answer, and the item is in English and Spanish. As built: the two points always differ by one of four Pythagorean triples (3-4-5, 6-8-10, 5-12-13, 9-12-15), so every distance is a whole number. All coordinates are positive, and the second point is always up and to the right of the first. No grid is drawn, the answer is chosen from three options, and the form is about one geometry L10 question in fifteen. (17OCT2026 Alaska build) |
| 8.G.9 | PARTIAL | volumeG8Q (volume L6) kinds 0-2 (cylinder, cone, sphere) 'A cylinder has radius 4 and height 5. What is its volume, in terms of π?' (80π, against 40π, which confuses area with circumference, and 20π). 'A cone has radius 3 and height 6. What is its volume, in terms of π?' (18π, against the whole cylinder 54π and 36π). 'A sphere has radius 3. What is its volume, in terms of π?' (36π, against 72π and 27π). Multiple choice, answers exact in π, English and Spanish. ▶ Play a live item from this skill |
Volume level 6 has the child apply the volume formulas for all three solids Alaska names, with answers exact in π. Cylinder: 'A cylinder has radius 4 and height 5. What is its volume, in terms of π?' (80π). Cone: 'A cone has radius 3 and height 6...' (18π, with the whole cylinder offered as a wrong answer). Sphere: 'A sphere has radius 3...' (36π). Each form is roughly one volume L6 question in five or six, in English and Spanish, and the explanations state V = πr²h, one third of the enclosing cylinder, and V = (4/3)πr³. Limits: Alaska asks for the formulas to be used to solve real-world problems, and every item here is a bare solid given by its radius and height, with no real-world setting. The sphere item has only two versions (radius 3 or 6). No figure is drawn, and the answer is chosen from three options. The formulas appear in the explanations; no item asks the child to identify which formula fits a solid. (17OCT2026 Alaska build) Blocking clause: use them to solve real-world ... problems |
| 8.SP.1 | PARTIAL | statisticsQ L8 -> scatterQ (kind 1 construct; kind 0 association read; plain-mode pair list) Construct: "Construct the scatter plot - plot each (hours studied, quiz score) pair: (1, 2), ...". The child taps five listed pairs onto a 9x9 grid and is scored on the exact set of points. The follow-up asks "Now read YOUR plot: what pattern of association do the points show?" Interpret: a shown eight-point plot asks "What pattern of association do the points show?" The child picks positive, negative or no association. In plain mode the pairs are listed and the association is picked. English and Spanish. ▶ Play a live item from this skill |
Statistics Level 8 serves scatter plots on a tap grid in English and Spanish, using contexts such as hours studied against quiz score. To construct, the child plots five listed (x, y) pairs and is scored on the exact set of points. The child then picks the association shown on the plot they made. This is about two Level 8 items in five. To interpret, a shown plot asks for positive, negative or no association. The point clouds are only rising in a straight line, falling in a straight line, or patternless. Clustering, outliers and nonlinear association never appear. The child picks a pattern from three given descriptions and never describes it in their own words. (17OCT2026 Alaska build) Blocking clause: Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association |
| 8.SP.2 | PARTIAL | statisticsQ L8 -> scatterQ kind 2 (candidate-line form; model-line form) "Scatter plot with a candidate line: practice minutes (x) vs. free throws made (y)." then "Does the orange line fit the cloud's trend?" The three options never change: yes, the line runs the same way the points do; no, the line runs against the way the points go; no, a good line has to pass through every point. The drawn line is always one of the grid's two diagonals. A second form draws a model line and asks what its slope says. Picked. English and Spanish. ▶ Play a live item from this skill |
In Statistics Level 8 one form draws a candidate line over an eight-point scatter plot and asks "Does the orange line fit the cloud's trend?" The child picks from three fixed options: the line runs the same way as the points, the line runs against them, or a good line has to pass through every point. The last option is the misconception that every point must sit on the line. This form is about one Level 8 item in nine. English and Spanish. The child never fits a line, because the line drawn is always one of the grid's two diagonals. Fit is judged only by direction, never by how close the points lie to the line, which is the test the Alaska standard names. No item asks the child to 'Explain why straight lines are widely used to model relationships between two quantitative variables', and no Writing Coach prompt asks it either. (17OCT2026 Alaska build) Blocking clause: informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line |
| 8.SP.3 | PARTIAL | functionsQ L4 (kayak-rental item; xInterceptQ); statisticsQ L8 -> scatterQ model-line form Functions L4: "A kayak rental costs y = 15x + 20 dollars for x hours. What does the 20 represent?" The child picks the starting cost, the cost per hour, or the maximum hours. Either number can be the one asked about. xInterceptQ: "Savings: y = 24 - 4x ... Where does the graph cross the x-axis?" or "What does that point MEAN?" Statistics L8: a model line is drawn over a scatter plot, and "What does its slope tell you?" asks the child to pick "each extra 1 of hours of sleep brings ABOUT 1 more energy rating". Picked. English and Spanish. ▶ Play a live item from this skill |
In Functions Level 4 the child picks what each number in a given linear rule means in context. In a kayak-rental equation that is the cost of each hour or the starting cost. The child also finds and interprets where a savings equation reaches $0. These rules are fixed pricing or spending rules, never a model fitted to measured bivariate data. A model fitted to data appears only in Statistics Level 8, in about one item in nine. There a model line is drawn over a scatter plot and the child picks what its slope says in context, for example 'each extra 1 of hours of sleep brings ABOUT 1 more energy rating'. That line has no equation, its slope is always 1 or -1, and its y-intercept is never interpreted. With Writing Coach on (a district-enabled paid feature), Functions Levels 2-4 can also ask the child to explain the 40 and the 60 in a plumber's y = 40x + 60, which is again a fixed rule rather than a model of data. In no item is a model's equation used to solve a problem about measured data. (17OCT2026 Alaska build) Blocking clause: Use the equation of a linear model to solve problems in the context of bivariate measurement data |
| 8.SP.4 | PARTIAL | statisticsQ L7 -> twoWayTableQ kinds 0-7; Writing Coach explain xp-association (same entry point) A filled two-way table is shown: "Two-way table - class survey", with rows Owns bike / No bike and columns Plays sport / No sport. The child picks the grand total, the bike-AND-sport cell, the neither cell, a row total, a column total, which cell is larger within the bike row, or a conditional relative frequency. Examples: "Of the students WHO OWN a bike, what fraction plays a sport?" (row denominator) and "Of the students WHO PLAY a sport, what fraction owns a bike?" (column denominator). With Writing Coach on, the child writes a response to a fixed prompt describing the possible association between owning a pet and walking daily, using 30 of 40 versus 10 of 40. English and Spanish. ▶ Play a live item from this skill |
In Statistics Level 7 the child reads a filled two-way table from a class survey of bike ownership and playing a sport. The child picks the grand total, single cells, row and column totals, and the fraction of one row or one column, such as "Of the students WHO OWN a bike, what fraction plays a sport?" (for example 7/12). English and Spanish. Not practiced: the child never constructs a table, because the table always arrives filled in and is never built from raw data. Relative frequencies are found for one row or one column at a time, but they are never compared across the two rows to judge whether the variables are associated. The only two-way-table item that asks about association is a Writing Coach prompt: "Describe the possible association between having a pet and walking daily, using the numbers" (30 of 40 versus 10 of 40). The Level 8 scatter-plot association items use numeric data, not categorical data. The Writing Coach prompt is one fixed prompt, and it is served only when Writing Coach, a district-enabled paid feature, is on. That evidence counts only as Writing Coach evidence and does not make this row FULL. (17OCT2026 Alaska build) Blocking clause: use relative frequencies to describe possible association between the two variables |
| 8.F.1 | PARTIAL | functionsQ L1 Three (input, output) pairs are listed, with the question 'Is this a function?'. The choices are yes (each input has one output), the right no (one input has two outputs), the wrong no (two inputs share an output) and 'three pairs are too few to tell', each in one of three wordings. Both cases are dealt. ▶ Play a live item from this skill |
Functions Level 1 tests the first sentence, that each input gets exactly one output, from both sides, in English and Spanish. Both cases are dealt, and the legal case of two inputs sharing an output is the main wrong answer. Each option comes in three wordings of different lengths, so neither length nor a number marks the key. Alaska's verb is 'understand', which asks for no written explanation, so these choice items do practice that sentence. The graph sentence is not practiced. Every function question is posed from a three-pair list, never from a graph, a mapping diagram or a verbal rule, so the vertical line test never comes up. At functions Level 5 the child plots ordered pairs to build graphs, but no item there asks whether the relation is a function. The words domain and range are not used. (17OCT2026 Alaska build) Blocking clause: The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. For example, use the vertical line test to determine functions and non-functions. |
| 8.F.2 | PARTIAL | functionsQ L2; functionsQ L5 form 4 At L2, A is given as y = m₁x + b₁ and B as a table through (0, 0), and the child picks which grows faster. The choices are 'A — its rate is …', 'B — its rate is …' and 'A — it starts higher'. At L5, the child plots Function A's listed points, is given B as y = mx + b, and picks which grows faster. The choices are 'A — it climbs … per step; B only …', the reverse, and 'a graph cannot be compared with an equation'. ▶ Play a live item from this skill |
Two templates compare two functions given in different forms, and growth rate is the only property compared. At functions Level 2 an equation is compared with a table. At Level 5 the child plots Function A's points and compares them with Function B's equation. Either function can be the faster one in both templates. The answer choices state each function's rate, though ('B — its rate is 6 per step'; at Level 5 'A — it climbs 3 per step; B only 2', where the wrong choice gives the same two numbers in the order that contradicts itself). So the child never has to read a rate from the table, graph or equation, only to know that 'grows faster' means the larger rate and not the higher start. Starting values (y-intercepts) and crossing points are never compared, and a verbal description is never one of the two representations. (17OCT2026 Alaska build) Blocking clause: Compare properties of two functions, each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions) |
| 8.F.3 | PARTIAL | functionsQ L3 (table: linear or not); qualitativeGraphQ linear/nonlinear form (functions L3) Given a three-row table, either linear (a constant step of +m) or x² + b (growing jumps), the child picks 'Is the function LINEAR?'. About one Level 3 item in nine shows a drawn graph (the line from (0, 0) to (4, 8), or the curve through (0, 0), (1, 1), (2, 4), (3, 9)) and asks 'LINEAR or NONLINEAR?'. ▶ Play a live item from this skill |
At functions Level 3 the child decides whether a three-row table is linear (a constant step of +m) or not (x² + b, growing jumps). The wrong choices are 'it misses (0, 0)' when the table is linear, 'the values always rise' when it is not, and 'only a graph can decide' in both. The right verdict can be read from which choices are offered: only the key ever mentions a step ('yes — it climbs m each step' or 'no — the per-step change keeps growing'). About one Level 3 item in nine shows a drawn graph, either the line from (0, 0) to (4, 8) or the curve through (0, 0), (1, 1), (2, 4), (3, 9), and asks 'LINEAR or NONLINEAR?'. The nonlinear case is always x² (+ b), the standard's own A = s² example. The child never gives an example of a nonlinear function. No item shows an equation y = mx + b and asks whether it is linear or what its graph looks like. (17OCT2026 Alaska build) Blocking clause: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear |
| 8.F.4 | PARTIAL | functionsQ L4 kayak; functionsQ L5 forms 0-2; twoVarRelationQ write (equations L6); expressions L3 ticket-cost write; explainQ xp-linear-params (Writing Coach) The child picks what the m or the b in a kayak rental y = mx + b means (the cost of each hour or the starting cost, against 'the maximum number of hours'). After plotting listed points, the child picks the rise per step and the y-axis crossing from three numbers, and picks what (1, k) means on a proportional line. In two Grade 6 items the child types d = kt or d = t + k from a table, and types a ticket cost such as 5b + 3 from a description. ▶ Play a live item from this skill |
The only typed constructions are two Grade 6 items. At expressions Level 3 the child types the cost of b tickets from a per-ticket price and a flat shipping fee, for example 5b + 3; the rate and the starting value come from the description. At equations Level 6 the child types d = kt or d = t + k from a table. No Grade 8 item has the child write a rule y = mx + b, and none gives two (x, y) values and asks for the rate of change or the initial value. From a graph, at functions Level 5, the child plots listed points and picks the rise per step and the y-axis crossing from three numbers. The table comparison at functions Level 2 prints both rates in its answer choices and is not counted. At functions Level 4 the child picks what either number in a kayak rental y = mx + b means: the cost of each hour or the starting cost, against 'the maximum number of hours'. The two numbers are never equal (a fix from 03 Oct 2026), so there is always one right answer. With Writing Coach on (a district-enabled paid feature), the child also explains in writing what the 40 and the 60 mean in a plumber's y = 40x + 60. (17OCT2026 Alaska build) Blocking clause: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values |
| 8.F.5 | PARTIAL | qualitativeGraphQ (functions L3, about one L3 item in three) A drawn distance-from-home line graph (rising, then flat, then falling back to 0 or rising again) is shown. The child picks the story it tells (walked out, rested, walked back or kept going, against 'walked faster and faster without stopping') or picks the interval when the walker stood still. A third form asks whether a drawn graph is linear or nonlinear. |
The second half is practiced only by choice. Given a drawn distance-from-home graph at functions Level 3, the child picks which real-world story it tells from three (walked out, rested, then walked home or kept going, or 'walked faster and faster without stopping'). The child also picks the interval when the walker stood still. The child never describes a real-world example in their own words, because every answer is a choice. The first half is not practiced. No item gives a verbal description and has the child sketch a graph; the tap grid only plots points the prompt lists. Every graph is a walk at steady speeds, and the standard's own examples (an accelerating car, a ball tossed in the air) do not appear. (17OCT2026 Alaska build) Blocking clause: Given a verbal description between two quantities, sketch a graph. |
| Code | Verdict | Evidence (generator · forms) | Notes |
|---|---|---|---|
| RL.6.1 | PARTIAL | comprehensionSaplingQ L6 (p6-secondlap items 2 and 4, p6-static item 2, p6-lanterngirl item 2) The child reads a Grade-6 story and picks one of three answers: 'Why does Jonah smile at the end?', 'What does Priya's passing "without looking over" suggest about her?', 'What does the brother giving up his turn "without being asked" reveal?', 'What does the detail that money "was shirts" reveal about the family's world?'. The line that proves the answer is quoted in the explanation shown after the child answers. ▶ Play a live item from this skill |
In the Grade-6 stories the child answers questions about what the text says outright (Jonah smiles 'because the voice that said stop had lost') and about what it implies: what Priya's passing 'without looking over' suggests, what the brother's giving up his turn reveals, and what money that 'was shirts' says about the family. Each answer is picked from three, and the supporting line is quoted in the explanation only after the child answers. No question on a story asks the child to choose or cite the evidence. 'Which piece of evidence SUPPORTS the claim?' and 'Which detail supports the claim…' appear only on the informational passages (for example octopus, school bells). With Writing Coach on (a district-enabled paid feature), the child defends a story's theme with two specific moments. That story is one the child picks, not one read in the app, so the Writing Coach evidence alone is not marked FULL. Unpracticed: 'Cite textual evidence to support analysis'. (17OCT2026 Alaska build; note refreshed 31OCT2026) Blocking clause: Cite textual evidence to support analysis |
| RL.6.2 | PARTIAL | comprehensionSaplingQ L6 (p6-secondlap items 1 and 6, p6-static item 5) 'Which sentence best states the passage's theme?' on 'The Second Lap': the theme as an idea under the plot, against a false moral and a false claim. 'Which is the BEST summary of the passage?' on 'The Second Lap' and 'Static': the child picks the start-turn-ending retelling over a theme statement, a single opening detail or an invented event. All are 3-option picks. ▶ Play a live item from this skill |
Two stories ask for their theme directly: 'Which sentence best states the passage's theme?' on 'The Second Lap', and a theme question on 'Enough of Each', added on 31 Oct 2026 and not yet audited as evidence. How the theme comes through particular details is explained only after the child answers. Three stories ask for a summary by choice ('Which is the BEST summary of the passage?'): 'The Second Lap', 'Static' and, added on 31 Oct 2026 and not yet audited as evidence, 'Enough of Each'. The correct option retells the start, turn and ending in order. The wrong options are a theme statement, a single detail or an invented event. Alaska asks the child to 'restate and summarize main ideas or events, in correct sequence, after reading a text'. Here the child only recognizes a correct summary and never restates or summarizes in their own words, and sequence is never checked on its own. With Writing Coach on (district-enabled, paid), the child writes how two moments of a chosen story show its theme, but no prompt asks for a summary, and the Writing Coach evidence alone is not marked FULL. (17OCT2026 Alaska build; note refreshed 31OCT2026) Blocking clause: restate and summarize main ideas or events, in correct sequence, after reading a text |
| RL.6.3 | PARTIAL | comprehensionSaplingQ L6 (p6-secondlap items 2 and 6, p6-static items 2, 4 and 5) 'Why does Jonah smile at the end?', 'What does the brother giving up his turn reveal?', 'Why is the silence at the end exactly enough?', and the two 'BEST summary' items whose correct option follows the story's start, turn and ending. All are 3-option picks. ▶ Play a live item from this skill |
How the characters respond or change as the story moves along is probed by choice. Jonah beats the voice that wanted him to quit, the narrator of 'Static' moves from annoyance to wonder, and the brother gives up his turn without being asked. On three stories ('The Second Lap', 'Static' and, added on 31 Oct 2026 and not yet audited as evidence, 'Enough of Each'), the 'BEST summary' items ask the child to pick the retelling that follows the whole arc. No item looks at how the plot unfolds episode by episode. 'Describe' is met only by choosing an answer, and the Grade-6 passage set has no drama. Unpracticed: 'Describe how a particular story’s or drama’s plot unfolds in a series of episodes'. (17OCT2026 Alaska build; note refreshed 31OCT2026) Blocking clause: Describe how a particular story’s or drama’s plot unfolds in a series of episodes |
| RL.6.4 | PARTIAL | comprehensionSaplingQ L6 (p6-secondlap item 3, p6-static item 3, p6-lanterngirl item 2) In a story: "In this passage, 'rehearsed' most nearly means…" (practiced in advance); "The comparison 'like a held breath' makes Saturn feel…" (still, fragile, and worth not disturbing); "What does the detail that money 'was shirts' reveal about the family's world?" (piecework done at home). All are 3-option picks. ▶ Play a live item from this skill |
The stories ask directly what words and phrases mean as used. In 'The Second Lap', 'rehearsed' most nearly means 'practiced in advance'. In 'The Lantern Schedule', money that 'was shirts' is read as a figure for sewing paid by the piece. One item asks about the impact of a specific word choice: 'like a held breath' makes Saturn feel 'still, fragile, and worth not disturbing'. Connotation is practiced only at vocabulary level 6, as standalone word pairs ('Which has the more NEGATIVE connotation…') with no story around them. Alaska asks for connotative meanings of words 'as they are used in a text'. Held PARTIAL: the figurative half is practiced but connotative meaning in a text is not, and the in-story evidence is a few fixed three-option items. (17OCT2026 Alaska build) Blocking clause: including figurative and connotative meanings |
| RL.6.5 | FULL | comprehensionSaplingQ L6 (p6-secondlap item 5, p6-static item 4, p6-lanterngirl item 3) "How does the question 'the race was already decided, wasn't it?' work in the story?" (it lets the reader hear the tempting voice Jonah must defeat). "Why is the silence at the end 'exactly enough'?" (the shared moment says what months of talking could not; the explanation names the reversal of the noisy opening). "Why does the story end with the electric bulbs 'in every room'?" (the contrast measures how much her children's world differs from hers). All are 3-option picks. ▶ Play a live item from this skill |
Three of the questions ask exactly how a particular sentence fits into the overall work and what it develops. In 'The Second Lap', the doubting question 'the race was already decided, wasn't it?' stages the voice Jonah must defeat (character and theme). In 'Static', the closing silence reverses the noisy opening, which is a question about the whole story's shape. In 'The Lantern Schedule', the closing line about electric bulbs 'in every room' builds the 1911 setting by contrast. The generator draws one of twelve passages and then one of its questions, so these three come up about one time in seventeen Grade-6 reading questions, in English and Spanish. Alaska's wording adds 'characters' to the list of what a part can develop and frames the standard as analyzing 'the overall structure of a text'. The Jonah item (character) and the 'Static' ending item (opening against close) ask exactly that. Weakness: Alaska's 'sentence, chapter, scene, or stanza' is met at the sentence scale only, because the Grade-6 passage set has no drama and no poem. (17OCT2026 Alaska build; note refreshed 31OCT2026) |
| RL.6.6 | PARTIAL | comprehensionSaplingQ L6 (p6-static item 1; p6-storm item 1; p6-lanterngirl item 3) "From whose point of view is the story told, and why does that matter?" (the skeptical sibling's, so the reader feels the annoyance turn into wonder). "How do the two passages differ in PURPOSE?" (the journal shares one person's experience; the news brief reports facts for the public). "Why does the story end with the electric bulbs 'in every room'?" All are 3-option picks. ▶ Play a live item from this skill |
Alaska adds 'Determine author’s purpose' to this standard. Purpose is asked by choice, for example on the journal beside the news brief ('How do the two passages differ in PURPOSE?') and on why an author ends a story on a particular line ('Why does the story end with the electric bulbs in every room?'). The same two questions are asked on 'Two Ways to Hear a Whisper' and 'Enough of Each', added on 31 Oct 2026 and not yet audited as evidence. Point of view is asked on one story: 'From whose point of view is the story told, and why does that matter?' The answer is the skeptical first-person sibling, so the reader feels annoyance turn to wonder. The child picks why the point of view matters, not how the author builds it (the first-person inner voice, the chosen details), and 'explain' is met only by choosing. No item asks the overall purpose of any of the four stories. Unpracticed: 'explain how an author develops the point of view of the narrator or speaker in a text'. (17OCT2026 Alaska build; note refreshed 31OCT2026) Blocking clause: explain how an author develops the point of view of the narrator or speaker in a text |
| RL.6.7 | NOT COVERED | — | Comparing the experience of reading a story with listening to or watching it requires the child to meet both versions and contrast what they 'see' and 'hear'. Grade-6 passages do carry a 'Read to me' button that reads the passage aloud while each word highlights, so a child can hear the same text. No item asks the child to compare reading it with hearing it, and there is no video or live version. The app's listen-first stories are dealt only at comprehension levels 1–3, never at the Grade-6 level, and none of them compares reading with listening either. This is a multimedia gap, and the verdict is not stretched to cover it. (17OCT2026 Alaska build) Blocking clause: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text |
| RL.6.8 | NOT COVERED | — | Alaska's own statement for RL.6.8 is '(Not applicable to literature)'. It is a placeholder slot: evaluating an argument has no literature twin and lives at RI.6.8. There is nothing to practice and nothing is claimed. This row should be left out of any coverage percentage. (17OCT2026 Alaska build) |
| RL.6.9 | PARTIAL | comprehensionSaplingQ L6 (p6-storm items 1-4) 'Two Views of the Storm' shows Passage A (Leo's journal) beside Passage B (a town news brief) about the same storm. The 3-option items ask how the two differ in PURPOSE, which detail appears in BOTH, how their TONES compare, and what a reader can learn ONLY from Passage B. ▶ Play a live item from this skill |
Two texts in different forms do sit side by side. 'Two Views of the Storm' sets a personal journal beside a town news brief about the same storm. The child compares purpose, tone, what appears in both, and what only one tells. The shared topic is genuinely compared. Held PARTIAL for two reasons. First, the pair is a journal against an informational report (so is the second pair, a travel journal beside a science-magazine article in 'Two Ways to Hear a Whisper', added on 31 Oct 2026 and not yet audited as evidence) rather than two literary forms like Alaska's examples ('stories and poems; historical novels and fantasy stories'), and the Grade-6 set has no poem or drama. Second, approaches to a similar theme are never compared. Unpracticed: the theme half of 'in terms of their approaches to similar themes and topics'. (17OCT2026 Alaska build; note refreshed 31OCT2026) Blocking clause: in terms of their approaches to similar themes and topics |
| RL.6.10 | PARTIAL | comprehensionSaplingQ L6 (literary passages p6-secondlap, p6-static, p6-lanterngirl; journal half of p6-storm) The child reads a 99–162-word Grade-6 story on screen and answers a 3-option comprehension question about it. The passage is not narrated automatically (the source comment says reading it yourself is the task), though an optional 'Read to me' button is there. ▶ Play a live item from this skill |
Alaska's RL.6.10 is the range-of-reading standard, which differs from the Kansas statement this row was seeded from. Kansas's grammar-sentence evidence does not apply here and is not used. What the child does practice: at level 6 the child reads a short Grade-6 story on their own and answers comprehension questions about it, in English or Spanish. The stories run 99 to 162 words, and the passage is not narrated automatically. The literature is four short stories ('The Second Lap', 'Static', 'The Lantern Schedule', set in a 1911 tenement, and 'Enough of Each', added on 31 Oct 2026) plus a journal entry paired with a news brief and a travel journal paired with a science-magazine article. There is no poem, drama or longer work. The generator attaches no complexity measure that would place the passages in the 'upper grade 5 to grade 7' band. A practice app also cannot show reading across the year. Unpracticed: 'read and comprehend a range of literature from a variety of cultures'. The complexity band is unmeasured. (17OCT2026 Alaska build; note refreshed 31OCT2026) Blocking clause: read and comprehend a range of literature from a variety of cultures |
| RI.6.1 | PARTIAL | comprehensionSaplingQ L6 (p6-octopus items 2, 5; p6-quiet items 2, 3; p6-ponyexpress item 4) The child reads a Grade-6 informational passage and picks one of three options. Evidence items: 'Which detail supports the claim that the disguise happens fast?' (true details that support other points are the wrong options) and 'Which piece of evidence SUPPORTS the claim?' on The Case for Quiet Hallways. Inference items: 'What can you infer about why two hearts serve the gills?' and 'Why did the Pony Express exist at all, given its short life?' ▶ Play a live item from this skill |
On the Grade-6 informational passages, the child picks the text detail that supports a stated point. The octopus's disguise is fast because 'each dot of color spreads or shrinks in a fraction of a second', and a district's calmer passing periods after switching to a chime support the Quiet Hallways claim. Inferences are asked too: why two hearts serve the gills, and why the Pony Express existed in 1860. But the evidence behind each inference appears only in the explanation shown after the child answers. No item asks the child to pick or quote the evidence for an inference, and the child selects evidence rather than citing it in their own words. Held PARTIAL on 'as well as inferences drawn from the text'. (17OCT2026 Alaska build) Blocking clause: as well as inferences drawn from the text |
| RI.6.2 | PARTIAL | comprehensionSaplingQ L6 (p6-octopus items 1, 6) Two items on the octopus passage, each picked from three options. 'What is the central idea of the passage?': the answer covers camouflage, blue blood, three hearts and a brief life; the wrong options are an overreach ('All sea animals can change color…') and a false claim ('Scientists already know everything…'). 'Which is the BEST summary of the passage?': a whole-passage summary against a one-detail summary and an invented claim. ▶ Play a live item from this skill |
The child picks the central idea of an informational text ('What is the central idea of the passage?' on the octopus passage) and picks the best summary of the same passage from three options. The explanation shown afterward describes how the camouflage, blue-blood, three-heart and short-life details add up to the central idea. Held PARTIAL: Alaska asks the child to 'restate and summarize the central idea or events, in correct sequence when necessary, after reading a text', and here the summary is chosen, never written or retold. No item asks about the text's subtopics. No item asks the child how the central idea is conveyed through particular details; the explanation tells them. Central idea and summary are each asked on two informational passages: the octopus passage and, added on 31 Oct 2026 and not yet audited as evidence, 'The Color Underneath' (central idea) and 'Books on Horseback' (summary). (17OCT2026 Alaska build; note refreshed 31OCT2026) Blocking clause: restate and summarize the central idea or events, in correct sequence when necessary, after reading a text |
| RI.6.3 | PARTIAL | comprehensionSaplingQ L6 (p6-octopus item 4; p6-quiet item 4) Two items, each picked from three options. 'Why does the author most likely mention that the blood is blue?' (answer: to build the case that the octopus is deeply unusual; wrong options: a warning to divers, or how the camouflage works). 'Why does the author mention factory shifts?' (answer: to show the bell is a leftover habit, not a choice made for children). ▶ Play a live item from this skill |
How an idea is elaborated is asked directly. One item asks why the octopus passage mentions blue blood (it is the next piece of the case that the animal is unusual). Another asks why the Quiet Hallways author mentions factory shifts (the bell is a leftover habit). Held PARTIAL: no audited item asks how an idea is introduced. The district that switched to a chime is picked as evidence but never analyzed as an illustration of the idea. Two fixed picked items are not analysis 'in detail'. Added on 31 Oct 2026 and not yet audited as evidence: 'Books on Horseback' asks why the author mentions the scrapbooks of recipes and quilt patterns, and 'The Color Underneath' asks why the author opens by saying the maples 'seem to repaint themselves'. The row stays at its audited verdict until a refute-first two-auditor re-check counts the new items. (17OCT2026 Alaska build; note refreshed 31OCT2026) Blocking clause: how a key individual, event, or idea is introduced, illustrated, and elaborated on in a text (e.g., through examples or anecdotes) |
| RI.6.4 | PARTIAL | comprehensionSaplingQ L6 (p6-octopus item 3; p6-ponyexpress item 3) Two items, each picked from three options. 'Based on the passage, chromatophores are…' (the passage defines the word beside it). 'The text says the riders were 'beaten not by faster horses, but by a wire.' What does that FIGURE of speech mean here?' (the answer: a new technology, not a rival service; the wrong options read the wire literally, as a blocking fence or a finish line). ▶ Play a live item from this skill |
Technical meaning is worked out from the text: 'Based on the passage, chromatophores are…', where the passage defines the word right beside it ('tiny sacs of pigment called chromatophores'). Figurative meaning is worked out in an informational text: on the Pony Express passage, the child picks what 'beaten not by faster horses, but by a wire' means (a new technology, not a rival service, ended the Pony Express). Held PARTIAL on the connotative leg of 'including figurative, connotative, and technical meanings'. No Grade-6 reading item asks about a word's connotation as it is used in a passage. The app's connotation pairs are standalone items in the separate Vocabulary skill, not words in a text. Each of the two items here is a single fixed question. (17OCT2026 Alaska build) Blocking clause: including figurative, connotative, and technical meanings |
| RI.6.5 | PARTIAL | comprehensionSaplingQ L6 (p6-quiet item 4; p6-octopus item 4) 'Why does the author mention factory shifts?' and 'Why does the author most likely mention that the blood is blue?' The child picks, from three options, the job one sentence does in the argument or the explanation. ▶ Play a live item from this skill |
The child picks what a particular sentence contributes to the development of the ideas. Why does the Quiet Hallways author mention factory shifts? To show the bell is a leftover habit, not a choice made for children. Why does the octopus passage mention blue blood? To build the case that the animal is unusual. Held PARTIAL: no audited item asks how a sentence, paragraph, chapter, or section 'fits into the overall structure of a text'. Structure is described only in the explanation shown after the answer, and both items are also the evidence for RI.6.3. A new item on 'The Color Underneath', added on 31 Oct 2026 and not yet audited as evidence, asks why the author opens by saying the maples 'seem to repaint themselves' (to name a first impression that the facts then correct). The row stays at its audited verdict until a refute-first two-auditor re-check counts the new items. (17OCT2026 Alaska build; note refreshed 31OCT2026) Blocking clause: fits into the overall structure of a text |
| RI.6.6 | PARTIAL | comprehensionSaplingQ L6 (p6-storm items 1, 3; p6-quiet item 1; p6-octopus item 4) Four items, each picked from three options. 'How do the two passages differ in PURPOSE?' (A shares one person's experience; B reports facts for the public). 'What is the author's CLAIM?' (Quiet Hallways). 'How do the TONES of the two passages compare?' (warm and personal vs neutral and factual). The purpose of the blue-blood detail. ▶ Play a live item from this skill |
An author's purpose is identified for whole texts and for a single detail. 'How do the two passages differ in PURPOSE?' asks the child to see that the journal shares one person's experience and the news brief reports facts for the public; another item asks why the octopus passage mentions blue blood. The author's position on the argument passage is identified ('What is the author's CLAIM?'), and the two writers' attitudes are compared ('How do the TONES of the two passages compare?'). Held PARTIAL: Alaska asks the child to 'explain how it is conveyed in the text'. Here the child picks answers, and the explanation of how purpose and point of view come through is shown to them afterward. (17OCT2026 Alaska build) Blocking clause: explain how it is conveyed in the text |
| RI.6.7 | PARTIAL | comprehensionSaplingQ L6 (p6-ponyexpress items 1, 2; visual kind 'histogram') A rendered bar chart sits with the Pony Express passage (Stagecoach 25, Pony Express 10, Telegraph 1 day). Item 1: 'Using the CHART together with the text, about how many days did the Pony Express save over the stagecoach?' (about 15 days; the 25-day stagecoach figure is only in the chart, since the text says 'a month'). Item 2: 'What does the chart's telegraph bar show that the text states in words?' Both picked from three options. ▶ Play a live item from this skill |
On the Pony Express passage, a rendered bar chart shows how long a message took by each method (stagecoach about 25 days, Pony Express 10, telegraph 1), and the child must combine it with the prose. 'Using the CHART together with the text, about how many days did the Pony Express save over the stagecoach?' The answer is about 15 days; the stagecoach figure is in the chart, while the text says only 'a month'. A second item asks what the telegraph bar shows that the text states in words. Held PARTIAL: this is one chart on one passage, in two fixed items. No other media, such as the podcasts Alaska names or video, appear in any Grade-6 reading item. (17OCT2026 Alaska build) Blocking clause: Integrate information presented in different media (e.g., may include, but not limited to podcasts) or formats |
| RI.6.8 | PARTIAL | comprehensionSaplingQ L6 (p6-quiet items 1-4) Four items on 'The Case for Quiet Hallways', each picked from three options: 'What is the author's CLAIM?'; 'Which piece of evidence SUPPORTS the claim?'; 'Which claim is NOT supported with evidence?' (answer: 'Every student would earn better grades.'); 'Why does the author mention factory shifts?' ▶ Play a live item from this skill |
The child traces an argument and sorts its claims on 'The Case for Quiet Hallways'. The child picks the author's claim, the evidence that supports it (a district that switched to a chime reported calmer passing periods), the claim with no evidence behind it ('Every student would earn better grades'), and why the author mentions factory shifts. Telling supported claims from unsupported ones is asked directly. Held PARTIAL: at audit every item sat on one short argument passage (four fixed items). A second argument, 'Every School Needs a Garden', was added on 31 Oct 2026 with four more items, including one that asks how the author answers people who say gardens cost too much; it has not been audited as evidence. The row stays at its audited verdict until a refute-first two-auditor re-check counts the new items. No item asks the child to evaluate the argument as a whole, or to weigh the author's answer to the opposing view ('Some will say students would ignore a gentle sound'). (17OCT2026 Alaska build; note refreshed 31OCT2026) Blocking clause: Trace and evaluate the argument and specific claims in a text |
| RI.6.9 | PARTIAL | comprehensionSaplingQ L6 (p6-storm items 1-4) 'Two Views of the Storm' sets Leo's journal entry (Passage A) beside a town news brief (Passage B) about the same outage. The items are 'How do the two passages differ in PURPOSE?', 'Which detail appears in BOTH passages?', 'How do the TONES of the two passages compare?' and 'What can a reader learn ONLY from Passage B?', each picked from three options. ▶ Play a live item from this skill |
The child compares two authors' presentations of the same event. 'Two Views of the Storm' sets a first-person journal entry beside a neutral town news brief about the same power outage. The items ask about purpose, about tone, about the detail both report (the power came back around sunrise), and about what only the news brief tells (about 4,000 homes lost power). Held PARTIAL: at audit there was one passage pair with four fixed picked items. A second pair, 'Two Ways to Hear a Whisper' (a science-magazine article beside a travel journal), was added on 31 Oct 2026 and has not been audited as evidence. Neither pair is the memoir-and-biography pairing Alaska gives as its example. The row stays at its audited verdict until a refute-first two-auditor re-check counts the new items. (17OCT2026 Alaska build; note refreshed 31OCT2026) Blocking clause: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person) |
| RI.6.10 | PARTIAL | comprehensionSaplingQ L6 (p6-ponyexpress, p6-octopus, p6-quiet, p6-storm; passageSelfRead: true) The child reads a short Grade-6 nonfiction passage independently (the passage is not auto-narrated) and answers 4-6 picked questions on it. The passages are a history piece with a bar chart (147 words), a science piece (97 words), an argument (112 words), and a journal entry paired with a news brief (120 words); added on 31 Oct 2026, a science piece on fall leaf color (152 words), an argument for school gardens (124 words), a science-magazine article paired with a travel journal (160 words) and a history of Kentucky's pack-horse librarians (149 words). ▶ Play a live item from this skill |
The child reads Grade-6 nonfiction independently and answers comprehension questions on it. There are eight passages: a history passage with a chart (the Pony Express), a science passage (the octopus), an argument (quiet school hallways), and a journal entry paired with a news brief (a storm), plus four added on 31 Oct 2026 and not yet audited as evidence: a science passage (fall leaf color), an argument (school gardens), a science-magazine article paired with a travel journal (a whispering gallery) and a history passage (Kentucky's pack-horse librarians). The passage is not read aloud automatically; reading it is the task. Held PARTIAL: each text runs about 100 to 160 words, well short of the length and density of grade-6 literary nonfiction. The set is eight passages, not a year's range of reading, and nothing places the texts 'within a complexity band appropriate to grade 6 (from upper grade 5 to grade 7)'. (17OCT2026 Alaska build; note refreshed 31OCT2026) Blocking clause: within a complexity band appropriate to grade 6 (from upper grade 5 to grade 7) |
| W.6.1.a-e | PARTIAL | WRITE_PROMPTS wp-six-argument + wp-six-argument-b (Writing Coach L4, served in WriteBox) The child types an argument paragraph (at least 250 characters, 700-character cap) on a later school start or on phones in class. wp-six-argument rubric: 'A clear, arguable claim', 'Two distinct pieces of evidence or reasoning', 'Acknowledges and answers an opposing view', 'Formal style — no slang, no chatty asides', 'A concluding statement that follows from the argument'. wp-six-argument-b rubric: claim, two pieces of evidence, 'Cohesive words (because, therefore, however) link claim to reasons', 'Consistent point of view — pronouns do not drift'. The rubric is shown above the box under 'What the coach looks for', and the grader passes the paragraph only when every rubric line is met. |
The child writes a real argument paragraph, in English or Spanish, on one of two fixed topics: a later school start or phones in class. A writing grader passes it only when every rubric line is met. Part a: 'A clear, arguable claim' is graded on both prompts, but neither rubric has a line for organizing the reasons and evidence. Part b: 'Two distinct pieces of evidence or reasoning' is graded. No source is supplied, so the child argues from experience and never uses credible sources. Part c: 'Cohesive words (because, therefore, however) link claim to reasons' is graded on the phones prompt only. Part d: 'Formal style — no slang, no chatty asides' is graded on the school-start prompt only, across one paragraph. Part e: 'A concluding statement that follows from the argument' is graded on the school-start prompt only. Held PARTIAL for two reasons. First, credible sources are never used. Second, this writing happens only inside Writing Coach, a paid feature the district enables. It runs only when the grading service is reachable, and a school can switch it off. No row met only through Writing Coach is marked FULL. (17OCT2026 Alaska build) Blocking clause: using credible sources and demonstrating an understanding of the topic or text |
| W.6.2.a-f | PARTIAL | WRITE_PROMPTS wp-six-inform + wp-six-inform-b (Writing Coach L4, served in WriteBox) The child types an explanatory paragraph (at least 250 characters, 700-character cap). wp-six-inform ('Explain something you genuinely know how to do better than most people') rubric: 'An opening that frames the topic', 'Three or more precise steps or facts, in a logical order', 'Domain-specific words used correctly, in a formal style', 'A closing that says why it matters'. wp-six-inform-b (compare two games or sports; the prompt says 'Use transition words to steer the reader between points') rubric: 'Opens by framing both subjects', 'Two similarities AND two differences', 'Transition words connect the points', 'A closing that matches player to game'. The grader passes the paragraph only when every rubric line is met. |
The child writes a real explanatory paragraph, in English or Spanish, on one of two prompts, and a writing grader passes it only when every rubric line is met. Part a: introducing the topic is graded on both prompts ('An opening that frames the topic'; 'Opens by framing both subjects'). Two organizing shapes are asked for: steps 'in a logical order', and comparison/contrast ('Two similarities AND two differences'). Definition, classification and cause/effect are never asked for, and the plain text box cannot hold headings, charts, tables or multimedia. Part b: 'Three or more precise steps or facts', or the similarities and differences, develop the topic; quotations and definitions are never asked for. Part c: the compare prompt asks for transitions and grades 'Transition words connect the points'. Parts d and e: 'Domain-specific words used correctly, in a formal style' is a single line on the explain prompt only. Part f: both prompts grade a closing. Held PARTIAL for three reasons: formatting, graphics and multimedia are never practiced; the topic always comes from the child's own experience, not from content selected or analyzed from sources; and this writing happens only inside Writing Coach. Writing Coach is a paid feature the district enables; it runs only when the grading service is reachable, and a school can switch it off. No row met only through Writing Coach is marked FULL. (17OCT2026 Alaska build) Blocking clause: include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension |
| W.6.3.a-e | PARTIAL | WRITE_PROMPTS wp-six-narrative + wp-six-narrative-b (Writing Coach L4, served in WriteBox) The child types a scene (at least 280 characters, 700-character cap). wp-six-narrative ('Write a scene, not a summary') rubric: 'A single scene with two characters and real tension', 'At least two lines of correctly punctuated dialogue', 'Pacing: the key moment gets the most words', 'Sensory or concrete detail, not labels', 'An ending that follows from the scene's events'. wp-six-narrative-b (a character walks in certain and walks out having changed their mind) rubric: 'A change of mind the scene earns', 'At least two transition words moving time forward', 'Correctly punctuated dialogue at the turn', 'Concrete detail, not labels'. The grader passes the scene only when every rubric line is met. |
The child writes a real narrative scene, in English or Spanish, on one of two prompts, and a writing grader passes it only when every rubric line is met. Part a: characters and a moment of tension are graded ('A single scene with two characters and real tension'). No rubric line grades establishing a context or orienting the reader, and the single-scene limit keeps the event sequence short. Part b: dialogue (both prompts), pacing ('the key moment gets the most words', first prompt only) and description are each graded. Part c: 'At least two transition words moving time forward' is graded on the second prompt only; shifts of setting, and a variety of transition phrases and clauses, are never asked for. Part d: 'Sensory or concrete detail, not labels' accepts concrete detail, so sensory language itself is never required. Part e: 'An ending that follows from the scene's events' is graded on the first prompt only. Held PARTIAL: context and reader orientation are never graded, and this writing happens only inside Writing Coach. Writing Coach is a paid feature the district enables; it runs only when the grading service is reachable, and a school can switch it off. No row met only through Writing Coach is marked FULL. (17OCT2026 Alaska build) Blocking clause: Engage and orient the reader by establishing a context |
| W.6.4 | PARTIAL | WRITE_PROMPTS wp-six-argument/-b, wp-six-inform/-b, wp-six-narrative/-b, wp-six-analyze/-b (Writing Coach L4) Eight Grade-6 prompts across four purposes (argue, inform/explain, narrate, analyze a text). Each is a typed paragraph or scene judged against its own task-specific rubric, which is shown to the child above the box. |
Clear, coherent writing is produced and graded across four purposes. The rubric lines change with the task: a claim with evidence for an argument, steps or a comparison for an explanation, dialogue and pacing for a narrative, and a theme or main idea backed by two pieces of evidence for an analysis. Held PARTIAL: no Grade-6 prompt names or varies an audience. Organization is a rubric line only on some prompts ('in a logical order', 'Two similarities AND two differences', 'One organized paragraph') and on neither argument prompt. Style is graded only where a rubric line names it. All of this happens only inside Writing Coach, a paid feature the district enables. It runs only when the grading service is reachable, and a school can switch it off. No row met only through Writing Coach is marked FULL. (17OCT2026 Alaska build) Blocking clause: appropriate to task, purpose, and audience |
| W.6.5 | PARTIAL | WriteBox try-again flow (one revision invited after a failing draft) + WRITE_FEEDBACK grow lines When a first draft misses the rubric, the box shows up to three pre-written coaching lines in the older-writer wording, for example 'Check for fragments — each sentence needs a subject and a complete verb', 'Proofread for spelling — read it aloud and correct the word that looks wrong', or 'Keep one point of view'. The text stays editable, and the child edits or rewrites once before the answer is scored. |
Revising and editing happen on the child's own writing. When a first draft misses the rubric, the coach shows up to three fixed, human-written tips, and the child gets one more submission, which can be an edit or a full rewrite. The tips cover capitalization, end punctuation, sentence fragments, spelling, pronoun case and point of view, along with adding detail, staying on topic, putting steps or events in order, and explaining reasoning. Held PARTIAL: the guidance comes from the app, never from peers or adults. Planning is never asked for. Only one revision is offered, and only after a failing draft. The tip names the kind of slip, so the child does not find it alone. This happens only inside Writing Coach, a paid feature the district enables. It runs only when the grading service is reachable, and a school can switch it off. No row met only through Writing Coach is marked FULL. (17OCT2026 Alaska build) Blocking clause: With some guidance and support from peers and adults |
| W.6.6 | PARTIAL | WriteBox (typed production for every Writing Coach prompt) Every Grade-6 Writing Coach answer is typed on a keyboard or touchscreen into a text box (250-280 character minimum, 700-character cap) and sent to the online grader. |
The child uses technology to produce writing: every Grade-6 Writing Coach answer is a typed paragraph of at least 250 characters (up to 700), graded online. Alaska's keyboarding clause asks for 'sufficient command of keyboarding skills to create a piece of writing', and typing a full paragraph practices it. Held PARTIAL: the writing is never published or shared, and it is never used to interact or collaborate with anyone. It goes only to the grader; a parent is notified privately only if a safety concern is flagged. All of this happens only inside Writing Coach, a paid feature the district enables. It runs only when the grading service is reachable, and a school can switch it off. No row met only through Writing Coach is marked FULL. (17OCT2026 Alaska build) Blocking clause: to produce and publish writing as well as to interact and collaborate with others |
| W.6.7 | NOT COVERED | — | Not practiced. No Grade-6 item poses a research question, has the child gather from several sources, or asks the child to refocus an inquiry. Grade-6 reading passages are read one at a time to answer single multiple-choice questions. (17OCT2026 Alaska build) Blocking clause: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. |
| W.6.8 | NOT COVERED | — | Not practiced. No Grade-6 item has the child gather information from print or digital sources, judge a source's credibility, quote or paraphrase others with attribution, or give bibliographic information. The Grade-6 argument prompts supply no sources, so the child argues from experience. (17OCT2026 Alaska build) Blocking clause: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. |
| W.6.9.a-b | PARTIAL | WRITE_PROMPTS wp-six-analyze + wp-six-analyze-b (Writing Coach L4, served in WriteBox) wp-six-analyze: name the theme of a story or book finished this year and defend it with two specific moments. Rubric: 'Names a theme as an idea, not a topic word', 'Two specific moments as evidence', 'Explains HOW each moment shows the theme', 'One organized paragraph'. wp-six-analyze-b: state the main idea of an informational text read this year and back it with two specific details. Rubric: 'States a main idea, not just a topic', 'Two specific details as evidence', 'Explains what each detail shows', 'One organized paragraph'. Both are typed paragraphs of at least 250 characters. |
Drawing evidence from a text to support analysis is written and graded, in English or Spanish, on two prompts. For literature (part a), the child names a story's theme and defends it with two specific moments. For nonfiction (part b), the child states an informational text's main idea and backs it with two specific details. In both, the child explains each piece of evidence. Held PARTIAL. The text is one the child chose outside the app, so the evidence cannot be checked against it. Alaska's two examples are never written about: comparing texts in different forms or genres on similar themes, and tracing and evaluating an argument's claims. Grade-6 Reading does have the child pick which claim in 'The Case for Quiet Hallways' lacks evidence, but that is a chosen answer, not writing. Reflection and research are never asked for. The writing happens only inside Writing Coach, a paid feature the district enables. It runs only when the grading service is reachable, and a school can switch it off. No row met only through Writing Coach is marked FULL. (17OCT2026 Alaska build) Blocking clause: reflection, and research |
| W.6.10 | PARTIAL | WRITE_PROMPTS wp-six-* (8 prompts, Writing Coach L4) + EXPLAIN_PROMPTS xp-* via explainQ/maybeExplain (Grade 6-8 math skills) Single-sitting typed writing for four purposes (argue, explain, narrate, analyze). Inside Grade 6-8 math skills, the child also types short explanations of a math idea, graded by the same grader (e.g. 'Explain in your own words what |−7| means and why it equals 7. Give a real-life example'). |
Writing in a short time frame is practiced. Each Writing Coach prompt is one paragraph or scene written in a single sitting, across four purposes. Grade 6-8 math skills also occasionally deal a typed explanation of a math idea, judged by the same grader, which adds one subject beyond English. Held PARTIAL: nothing is written over an extended time frame with time for research, reflection and revision. The only revision is one immediate retry after a failing draft. No prompt names an audience. All of it runs only inside Writing Coach, a paid feature the district enables, and the same district switch also governs the math explanations. It runs only when the grading service is reachable, and a school can switch it off. No row met only through Writing Coach is marked FULL. (17OCT2026 Alaska build) Blocking clause: over extended time frames (time for research, reflection, and revision) |
| SL.6.1.a-d | NOT COVERED | — | Not practiced. The app offers no peer, group or teacher-led discussion, so the child never prepares for, follows rules in, poses or answers questions in, or reviews a discussion. The two-player Acorn Duel is a turn-taking quiz, not a discussion. (17OCT2026 Alaska build) Blocking clause: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners |
| SL.6.2 | PARTIAL | comprehensionSaplingQ (comprehension L6), passage p6-ponyexpress 'Ten Days to California' with rendered histogram, questions 0-1 The child reads a passage about the Pony Express beside a rendered bar chart of delivery days (Stagecoach 25, Pony Express 10, Telegraph 1). The child picks answers to 'Using the CHART together with the text, about how many days did the Pony Express save over the stagecoach?' (about 15 days) and 'What does the chart's telegraph bar show that the text states in words?'. ▶ Play a live item from this skill |
Interpreting information in a visual, numerical format is practiced on one Grade-6 passage. 'Ten Days to California' (the Pony Express) comes with a rendered bar chart of delivery days, and two of its questions need it. One asks for the days saved, read from the bars together with the text. The other asks what the telegraph bar shows that the text says in words. Questions and bar labels appear in English or Spanish. Held PARTIAL for three reasons. No Grade-6 item presents a podcast or other oral source; listening items deal only at the early levels. Only one passage and one chart carry this work. 'Explain how it contributes to a topic, text, or issue under study' is met only by choosing an answer. (17OCT2026 Alaska build) Blocking clause: diverse media (included but not limited to podcasts) and formats (e.g., ... orally) ... and explain how it contributes to a topic, text, or issue under study |
| SL.6.3 | NOT COVERED | — | Not practiced as a listening standard. Grade-6 Reading does ask which claim in a printed argument ('The Case for Quiet Hallways') is not supported with evidence, but the child reads that argument. Grade-6 passages are set to be read, not narrated, and listening items deal only at the early levels. That reading work is credited to the reading standards and not stretched here. (17OCT2026 Alaska build) Blocking clause: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. |
| SL.6.4 | NOT COVERED | — | Not practiced. The child never presents claims or findings to an audience. The app's speaking features are early-grade checks, such as counting or reading a word aloud, and oral reading of a printed passage; none is a presentation. The written argument prompts are credited to W.6.1, not stretched here. (17OCT2026 Alaska build) Blocking clause: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. |
| SL.6.5 | NOT COVERED | — | Not practiced. The child never builds a presentation, so graphics, images, music, sound or visual displays are never added to one. The Grade-6 writing box takes plain text only. (17OCT2026 Alaska build) Blocking clause: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. |
| SL.6.6 | NOT COVERED | — | Not practiced. The child never speaks to an audience or adapts speech to a context or task. Formal English is graded only in writing, on two Grade-6 Writing Coach rubric lines that are credited to W.6.1 and W.6.2 and not stretched to speech. (17OCT2026 Alaska build) Blocking clause: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. |
| L.6.1.a-e | PARTIAL | grammarSaplingQ L6 (PRONOUN_ITEMS case1/case2/intensive/vague, four of the twelve pronoun items; the pronoun family is about 1 deal in 3); writing-coach L4 wp-six-argument-b rubric line 4 + WriteBox feedback fb-pronoun-case / fb-pronoun-shift Grammar L6, multiple choice from three options, English and Spanish: 'Which sentence uses the pronoun correctly?' ('My brother and I built the fort' / 'The coach chose Maya and me for the relay'); 'Which sentence uses an INTENSIVE pronoun to add emphasis?' ('The mayor herself answered our letter'); 'Why is this sentence UNCLEAR? When Leo met Sam, he was late.' (pick the vague-antecedent diagnosis). Writing Coach: the child writes a paragraph graded on 'Consistent point of view — pronouns do not drift'; the coach can flag pronoun case or an 'I'-to-'you' drift and invites one revision. |
In grade-6 grammar, the child answers fixed pronoun items by choosing, in English and Spanish: four were audited, and eight more, added on 31 Oct 2026, have not been audited as evidence. (a) Subject case ('My brother and I built the fort') and object case ('The coach chose Maya and me for the relay') are assessed, but possessive case was not assessed at audit; a possessive-pronoun item ('The blue backpack is hers, and the red one is mine.'), added on 31 Oct 2026, has not been audited as evidence. (b) The child picks the sentence with an intensive pronoun ('The mayor herself answered our letter') but never uses one in his or her own writing. (d) At audit, the child recognized a vague pronoun ('When Leo met Sam, he was late.') but never corrected one: the corrected sentence appeared only in the explanation. An item that asks the child to choose the corrected sentence ('Which revision fixes the UNCLEAR pronoun?'), added on 31 Oct 2026, has not been audited as evidence. (c) No grade-6 grammar item shows a pronoun shift, and a shift in pronoun number never appears anywhere. The only practice with person shifts is in the child's own writing, through Writing Coach (a feature the district turns on and pays for). One argument prompt grades 'Consistent point of view — pronouns do not drift', and the coach can flag pronoun case or a drift from 'I' to 'you'. (e) The coach does the spotting and names the rule, so the child does not identify a strategy. The strategies (drop the other name, repeat the noun) are only taught in the explanations. Nothing is practiced 'when speaking'. (17OCT2026 Alaska build; note refreshed 31OCT2026) Blocking clause: Recognize and correct inappropriate shifts in pronoun number and person |
| L.6.2.a-b | PARTIAL | grammarSaplingQ L6 (NONRESTRICT, pick-the-punctuation and find-the-extra-part forms, about 2 deals in 3); writing-coach L4 wp-six-narrative / wp-six-narrative-b dialogue-punctuation rubric lines; WriteBox feedback fb-spelling-close Grammar L6, multiple choice from three options, English and Spanish: 'Which sentence punctuates the EXTRA information correctly?' (paired commas, dashes or parentheses against unclosed or unopened marks) and 'In the sentence "My uncle, who lives in Denver, collects maps.", which part is EXTRA (nonessential) information?' over twelve fixed sentences. Writing Coach: two narrative prompts grade 'correctly punctuated dialogue' in the child's own scene. |
(a) In grade-6 grammar, the child works with commas, dashes and parentheses around nonessential information in twelve fixed sentences (eight of them added on 31 Oct 2026), for example 'My uncle, who lives in Denver, collects maps.', 'The recipe — an old family secret — takes three days.' and 'Saturn (the sixth planet) has visible rings.' The child either picks 'Which sentence punctuates the EXTRA information correctly?' or picks the nonessential part, in English and Spanish. This is recognition only: Alaska's verb is 'use', and no grade-6 writing rubric grades these marks in the child's own writing. (b) 'Spell correctly.' is not practiced at grade 6. The Spelling skill has no grade-6 level, and no grade-6 Writing Coach rubric line grades spelling, capital letters or end marks. The grader is also told not to fail a strong middle-school answer for minor spelling or punctuation slips. The coach can only flag a misspelling ('Proofread for spelling — read it aloud and correct the word that looks wrong'). In the child's own writing, the only graded punctuation is correctly punctuated dialogue, on both grade-6 narrative prompts. That runs only through Writing Coach, a feature the district turns on and pays for. (17OCT2026 Alaska build; note refreshed 31OCT2026) Blocking clause: Spell correctly. |
| L.6.3.a-b | PARTIAL | writing-coach L4 wp-six-argument rubric line 4, wp-six-inform rubric line 3; comprehensionSaplingQ L6 p6-storm item 3 (tone) Writing Coach: the child writes a grade-6 argument graded on 'Formal style — no slang, no chatty asides' and a how-to explanation graded on 'Domain-specific words used correctly, in a formal style'. Reading: in a journal entry paired with a news brief, the child picks 'How do the TONES of the two passages compare?' (warm and personal vs neutral and factual). |
(a) Sentence variety is never asked for. No item shows it, no grade-6 Writing Coach prompt requests it and no rubric line grades it. (b) A consistent style is graded in the child's own writing on two grade-6 Writing Coach prompts: 'Formal style — no slang, no chatty asides' on the school-start argument, and 'Domain-specific words used correctly, in a formal style' on the how-to explanation. That runs only through Writing Coach, a feature the district turns on and pays for. Tone is never graded on its own, and no coaching note targets style or tone. When reading, the child judges tone by choosing how the tones of two paired texts compare: a journal entry and a news brief (warm and personal versus neutral and factual), and, added on 31 Oct 2026 and not yet audited as evidence, a science-magazine article and a travel journal. These are fixed items and not the child keeping a tone in his or her own work. Nothing is practiced when speaking or listening. (17OCT2026 Alaska build; note refreshed 31OCT2026) Blocking clause: Vary sentence patterns for meaning, reader/listener interest, and style |
| L.6.4.a-d | PARTIAL | comprehensionSaplingQ L6 (p6-octopus item 3, p6-secondlap item 3); vocabularySaplingQ L6 (SAPLING_ROOTS, meaning and decode forms) Reading: 'Based on the passage, chromatophores are…' (the passage defines them as 'tiny sacs of pigment called chromatophores') and "In this passage, 'rehearsed' most nearly means…" ('in his head all week'). Vocabulary L6, three options, English and Spanish: 'What does the root "aud" mean?' and 'Using its word parts, "audible" means…' over 14 word parts. ▶ Play a live item from this skill |
(a) Context: the child picks a word's meaning from the grade-6 passage around it. 'Chromatophores' is defined beside the word ('tiny sacs of pigment called chromatophores'), and 'rehearsed' is fixed by 'in his head all week'. Two fixed items at audit, and a sixth grader may already know 'rehearsed'. Two more were added on 31 Oct 2026 and have not been audited as evidence: 'carotenoids', defined beside the word in 'The Color Underneath', and 'donated' in 'Books on Horseback'. Word structure appears in the decode items ('Using its word parts, "telescope" means…'). Abbreviations and language structure (word order, grammar, a word's position or function in a sentence) are never the clue. (b) Grade-6 vocabulary covers 14 word parts, in English and Spanish: tele-, port, dict, -ology, aud, bio, -less, anti-, graph, re-, spect, -ify, sub- and chron. One of them, -less, is English rather than Greek or Latin. The child picks what each part means, or decodes a word built from it: aud gives 'audible', one of Alaska's own examples. The words stand alone and are never met in a passage. (c) No grade-6 item uses a dictionary, glossary or thesaurus, or asks for a pronunciation or a part of speech. Those items exist only at the early comprehension levels. (d) The child is never asked to check a first guess; the explanation does the check. Multiple-meaning words never appear at grade 6. (17OCT2026 Alaska build; note refreshed 31OCT2026) Blocking clause: Consult reference materials (e.g., dictionaries, glossaries, thesauruses and specialized reference materials), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech |
| L.6.5.a-c | PARTIAL | comprehensionSaplingQ L6 (p6-static item 3, p6-lanterngirl item 2, p6-ponyexpress item 3); vocabularySaplingQ L6 -> wordRelationsQ (WORD_RELS) and CONNOTATION_PAIRS branch Reading, three options, English and Spanish: "The comparison 'like a held breath' makes Saturn feel…"; "What does the detail that money 'was shirts' reveal about the family's world?"; "The text says the riders were 'beaten not by faster horses, but by a wire.' What does that FIGURE of speech mean here?". Vocabulary L6: 'What relationship joins "cello" and "instrument"?' (cause and effect / part and whole / item and category) over nine pairs; 'Both words can describe the same behavior. Which has the more NEGATIVE connotation: "thrifty" or "stingy"?' over eight pairs. ▶ Play a live item from this skill |
(a) The child interprets a figure of speech in its grade-6 passage on three audited fixed items, in English and Spanish. They are the simile 'like a held breath' in 'Static' (the child picks 'still, fragile, and worth not disturbing'), the metaphor 'money was shirts' in 'The Lantern Schedule', and 'beaten not by faster horses, but by a wire' in the Pony Express passage. A fourth item, added on 31 Oct 2026 and not yet audited as evidence, asks what Grandpa means when he says the dough 'answers' in 'Enough of Each'. Personification does appear in the passages (Saturn 'cooperating', thunder that 'played percussion'), but no audited question asks the child to interpret it. Alliteration is never asked at grade 6. (b) Grade-6 vocabulary asks 'What relationship joins "cello" and "instrument"?' over nine word pairs, choosing among cause and effect, part and whole, and item and category, which are Alaska's three examples. Only the explanation, not the child, uses the relationship 'to better understand each of the words'. (c) The child picks the more positive or the more negative of two words with similar meanings, over eight pairs, including Alaska's own 'thrifty' and 'stingy'. The choice is always between two words, never among several. Held PARTIAL on (a): three audited fixed items, and two of Alaska's three named figures are never interpreted in them. The row stays at its audited verdict until a refute-first two-auditor re-check counts the new items. (17OCT2026 Alaska build; note refreshed 31OCT2026) Blocking clause: Interpret the intent or meaning of figures of speech (e.g., personification, metaphors, alliteration) as used in context |
| L.6.6 | PARTIAL | vocabularySaplingQ L6 (SAPLING_ROOTS, TRANSITION_ITEMS, CONNOTATION_PAIRS, WORD_RELS); comprehensionSaplingQ L6 p6-octopus item 3; writing-coach L4 wp-six-inform rubric line 3, wp-six-inform-b rubric line 3; EXPLAIN_PROMPTS xp-unit-rate, xp-expression-parts Vocabulary L6, three options, English and Spanish: word-part meanings and decodes; 'Which transition connects the sentences best? "It rained hard all morning. ___, the game continued."' (However / Therefore / For example) over six items; connotation pairs; word relationships. Reading: 'Based on the passage, chromatophores are…'. Writing Coach: the child's own how-to and compare paragraphs graded on 'Domain-specific words used correctly, in a formal style' and 'Transition words connect the points'; short math explanations graded on 'Uses "per" or "for each" correctly' and naming factors and terms. ▶ Play a live item from this skill |
Grade-6 vocabulary builds general academic words, in English and Spanish, across four item types. These are 14 word parts, six transition items where the child picks the connector that carries the logic ('It rained hard all morning. ___, the game continued.' → However), connotation pairs, and word relationships. A grade-6 passage also asks the meaning of a science word met in reading ('chromatophores'). Every one of these is a choice among three options. Accurate use in the child's own words is graded only through Writing Coach, a feature the district turns on and pays for. The how-to prompt grades 'Domain-specific words used correctly, in a formal style' and the compare prompt grades 'Transition words connect the points'. Short written math explanations ask for terms such as 'per', 'factors' and 'terms'. The child never gathers word knowledge on his or her own: the app always chooses which word to ask about. (17OCT2026 Alaska build) Blocking clause: accurately use grade-appropriate general academic and domain-specific words and phrases |
These are the rulings the adversarial passes changed, kept in the open: a report that never shows its corrections is asking to be trusted on faith.
| Code | Change | Reason |
|---|---|---|
| 6.RP.3 | Kansas twin (by meaning): 6.RP.3 FULL (parts: 6.RP.3a PARTIAL, 6.RP.3b FULL, 6.RP.3c FULL) → Alaska: PARTIAL | Alaska clause not practiced: a. Make tables of equivalent ratios relating quantities with whole number measurements ... Use tables to compare ratios ... d. Use ratio reasoning to convert measurement units between given measurement systems (e.g., convert kilometers to miles). Alaska prints 6.RP.3 as one row with parts a-d, so it is FULL only if every part is. Part a. At Ratios Level 5 the child finds the missing value in a printed table ('2 lemons → 6 oz, 3 lemons → ? oz, 4 lemons → 12 oz') and picks an equivalent ratio. In interactive rounds the child also taps three pairs from a printed table onto the coordinate grid. The rate is 2 or 3, so every pair fits on the grid. The child then picks what the pattern shows ('a straight line through (0, 0)'). The child never makes a table of equivalent ratios. No item uses tables to compare two ratios: the better-buy item c |
| 6.NS.2 | Kansas twin (by meaning): 6.NS.2 FULL → Alaska: PARTIAL | Alaska clause not practiced: Express the remainder as a whole number, decimal, or simplified fraction; explain or justify your choice based on the context of the problem. Division levels 6-7 divide multi-digit whole numbers with exact quotients. Level 6 divides a bare 3- or 4-digit dividend (132 to 1,218) by a 2-digit divisor (12 to 29). Level 7 is a packing word problem with dividends from 480 to about 3,500. In interactive rounds, about two answers in five are typed on a number pad; the rest are picked from three choices. Not practiced: Alaska adds two clauses that the Kansas row did not carry. Every division in band comes out even, so 'Express the remainder as a whole number, decimal, or simplified fraction; explain or justify your choice based on the contex |
| 6.NS.5 | Kansas twin (by meaning): 6.NS.5 FULL (parts: 6.NS.5a PARTIAL, 6.NS.5b PARTIAL) → Alaska: PARTIAL | Alaska clause not practiced: use positive and negative numbers to represent quantities in real-world contexts, explain the meaning of 0 in each situation. Integers levels 1 and 4 attach signs to real-world quantities, in English and Spanish. The child picks the number for a temperature n degrees below zero, and the number for a diver below sea level when a drone is above it ('If sea level is 0, which number represents the diver?'). For money earned (+) and spent (−), the child picks either what 0 represents ('neither earning nor spending — the starting point') or what the signs represent. Temperature, elevation and credits/debits all appear; electric charge, one of Alaska's examples, does not. Not practiced: 'use positive and negative numbers to |
| 6.EE.3 | Kansas twin (by meaning): 6.EE.3 FULL → Alaska: PARTIAL | Alaska clause not practiced: Model (e.g., manipulatives, graph paper) and apply the distributive, commutative, identity, and inverse properties with integers and variables by writing equivalent expressions. In about half of live Expressions Level 4 items the child generates equivalent expressions by typing them, in English and Spanish. 'Write 4(x + 3) WITHOUT parentheses' gives 4x + 12, the same move as Alaska's 3(2 + x) → 6 + 3x; any bracket or the given form is refused. 'Write 5x + 2x with the like terms combined' must be typed as one term. That is the distributive property applied with whole numbers and a variable. Not practiced: 'Model (e.g., manipulatives, graph paper)': nothing is modelled with tiles or on grid paper. The commutative property is accepted in answers but never asked for. The |
| 6.EE.4 | Kansas twin (by meaning): 6.EE.3 FULL → Alaska: PARTIAL | Alaska clause not practiced: when the two expressions name the same number regardless of which value is substituted into them. The child identifies the expression that is equivalent to a given one, choosing from three, in English and Spanish. This happens in about half of live Expressions Level 4 items and in all of them on paper. Examples: 'Which expression is equivalent to 4(x + 3)?' and 'Combine like terms: 5x + 2x = ?'. The wrong choices are planted slips (such as 4x + 3, 7x or 12x + 4 beside 4x + 12, and 7x² or 10x beside 7x). The explanation argues from the distributive rule or by counting x's and names one slip (leaving the second number unmultiplied, or x² for x times x), not each wrong choice. Alaska defines |
| 6.SP.1 | Kansas twin (by meaning): 6.SP.1 PARTIAL → Alaska: FULL | Alaska's verb is recognize: a statistical question anticipates variability in the data and accounts for it in the answers. Statistics Level 1 has the child recognize statistical questions four ways. It uses seven matched pairs that echo Alaska's own 'How old am I?' example, such as 'How many minutes do the students in your class spend on homework?' beside 'How many minutes did YOU spend on homework last night?'. The child picks the statistical question. The child picks the one that is not statistical. The child picks the question everyone surveyed would answer the same way. And the child picks |
| 8.EE.7 | Kansas twin (by meaning): 8.EE.7 FULL (parts: 8.EE.7a PARTIAL, 8.EE.7b FULL) → Alaska: PARTIAL | Alaska clause not practiced: Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms. Part b is practiced across its full scope at equations Level 8, in English and Spanish. Coefficients are decimals and fractions (0.5x + 3 = 7, 1.5x + 2 = 11, (1/4)(x + 2) = 3, 0.25(x − 4) + x = 9). Some equations need distributing and collecting like terms, such as 3(x − 2) + 2x = 19; the expansion or the solution is typed in some live deals, and the rest are picked from three. Part a is not practiced. The child is shown ax + b = ax + d and picks 'no solution' or 'infinitely many solutions', and the explanation does the subtraction. 'Exactly one solution' is offered but is never the right answ |
| RL.6.5 | NOTE-ONLY | Note refresh, 31 Oct 2026: the Grade-6 reading bank grew from seven passages to twelve (p6-bread, p6-leaves, p6-garden, p6-whisper, p6-packhorse). The passage count is now twelve and the three cited structure items come up about one time in seventeen Grade-6 reading questions (was one in ten); 'Three questions' reads 'Three of the questions'. Verdict unchanged (FULL). |
| RL.6.1 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The passages that carry the evidence items are given as examples, because 'The Color Underneath' and 'Every School Needs a Garden' carry them too. Verdict unchanged (PARTIAL). |
| RL.6.2 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Two stories ask for their theme (was one) and three for a summary (was two), since 'Enough of Each' asks both; the new items are named and not credited. Verdict unchanged (PARTIAL). |
| RL.6.3 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The 'BEST summary' items sit on three stories (was two), with 'Enough of Each' named and not credited. Verdict unchanged (PARTIAL). |
| RL.6.6 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Purpose is no longer said to be asked 'in two places', because 'Two Ways to Hear a Whisper' and 'Enough of Each' ask the same questions (named, not credited), and the stories number four (were three). Verdict unchanged (PARTIAL). |
| RL.6.9 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The note no longer implies one pair: the second pair is also a journal against an informational text, so the stated reason still holds. Verdict unchanged (PARTIAL). |
| RL.6.10 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Forms and note: the stories run 99 to 162 words (were 99 to 153) and number four (were three), with the travel journal of the second pair named beside the storm journal. Verdict unchanged (PARTIAL). |
| RI.6.2 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Central idea and summary are each asked on two informational passages (was only one); the new items are named and not credited. Verdict unchanged (PARTIAL). |
| RI.6.3 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The elaboration items are no longer counted as two passages and 'the one example in the set' is gone, because 'Books on Horseback' and 'Every School Needs a Garden' add more; the new opening item on 'The Color Underneath' touches the 'introduced' reason, so the row stays PARTIAL until the two-auditor re-check. Verdict unchanged (PARTIAL). |
| RI.6.5 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The new opening item on 'The Color Underneath' is named and not credited; it touches the stated reason, so the row stays PARTIAL until the two-auditor re-check. Verdict unchanged (PARTIAL). |
| RI.6.8 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: A second argument passage, 'Every School Needs a Garden', now exists (named, not credited); the stated reason was one passage, so the row stays PARTIAL until the two-auditor re-check. Verdict unchanged (PARTIAL). |
| RI.6.9 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: A second passage pair, 'Two Ways to Hear a Whisper', now exists (named, not credited); 'No second pair is offered' is gone, and the row stays PARTIAL until the two-auditor re-check. Verdict unchanged (PARTIAL). |
| RI.6.10 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Forms and note: the nonfiction set is eight passages (was four) and the texts run about 100 to 160 words (was 100 to 150); the four new passages are named and not credited. Verdict unchanged (PARTIAL). |
| L.6.1.a-e | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Generator and note: the four cited pronoun items are four of the twelve (the pronoun family is still dealt about 1 deal in 3; the four cited items come up about 1 grammar question in 9, measured), and the eight new ones are not credited. Verdict unchanged (PARTIAL). |
| L.6.2.a-b | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Forms and note: twelve fixed sentences (were four); the eight new ones are named by count. Verdict unchanged (PARTIAL). |
| L.6.3.a-b | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Tone is no longer said to be judged once, because 'Two Ways to Hear a Whisper' asks the same tone question (named, not credited). Verdict unchanged (PARTIAL). |
| L.6.4.a-d | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The two context items are the audited ones; 'carotenoids' and 'donated' are named and not credited. Verdict unchanged (PARTIAL). |
| L.6.5.a-c | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The three figurative items are the audited ones; a fourth on 'Enough of Each' (the dough that 'answers') is named and not credited, and because it touches the stated reason the row stays PARTIAL until the two-auditor re-check. Verdict unchanged (PARTIAL). |
| L.6.1.a-e | NOTE-ONLY | Note refresh (pronoun items), 31 Oct 2026: (a) no longer says possessive case is never assessed at grade 6: it was not assessed at audit, and the possessive-pronoun item added on 31 Oct 2026 ('The blue backpack is hers, and the red one is mine.') is named and not credited; (d) says the child never corrected a vague pronoun at audit, and the item added on 31 Oct 2026 that asks the child to choose the corrected sentence ('Which revision fixes the UNCLEAR pronoun?') is named and not credited. Verdict unchanged (PARTIAL). |
Some verbs in the standards cannot be honestly assessed by an app, and we do not pretend otherwise: conducting real surveys, experiments, or simulations (we assess the design-judgment half); freehand drawing and construction; and speaking & listening as spoken practice (taking part in a discussion, presenting, listening to a speaker). Codes built on those verbs appear above as NOT COVERED or with the limitation named in their notes.