Generated 2026-11-02 · State: AZ · 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 Arizona are published separately: K–5 · grades 9–12 · all reports.
| Code | Verdict | Evidence (generator · forms) | Notes |
|---|---|---|---|
| 6.RP.A.1 | PARTIAL | ratiosSaplingQ L5 kinds 0-2 (L7 kind 2 recipe) Picked from three: 'In a group of 14, there are 6 girls and 8 boys. What is the ratio of girls to boys?' The key is a:b. The wrong choices are a:total (part-to-whole) and b:a (order flipped). 'Which ratio is equivalent to 3:5?': the key multiplies both terms by k; the wrong choices are a near miss and the flipped order. The child also finds the missing value in a printed equivalent-ratio table. The child picks notation or a number and never states a ratio relationship in words. ▶ Play a live item from this skill |
Arizona asks the child to understand a ratio as a multiplicative comparison of two quantities and to use ratio language to describe the relationship, as in 'There were 2/3 as many men as women at the concert.' At Ratios Level 5 the child does three things. The child picks the part-to-part ratio a:b over the part-to-whole and reversed ratios; the explanation says the question asks part-to-part and that order matters. The child picks an equivalent ratio ('Multiply BOTH sides'). The child finds a missing value in a table of equivalent ratios, whose explanation says 'Tables of equivalent ratios multiply — they do not add.' That is the multiplicative comparison. No item has the child describe a ratio relationship in ratio language. Every answer is notation (3:5) or a number, and no choice is a sentence like Arizona's '2/3 as many men as women'. 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 'Use ratio language to describe a ratio relationship between two quantities.' (18OCT2026 Arizona build) Blocking clause: Use ratio language to describe a ratio relationship between two quantities. |
| 6.RP.A.2 | PARTIAL | ratiosSaplingQ L6 kinds 0-2 (complexRateQ dealt 1 in 4 at L6) Picked: '5 notebooks cost $12.50. What is the price per notebook?' Train: 'A train travels 120 miles in 2 hours at a steady speed. What is its unit rate, in miles per hour?', typed on a number pad in 6 of 10 interactive deals and otherwise picked as '60 miles per hour'. Better buy: 'Which is the better buy? A: 12 oz for $3.00. B: 16 oz for $4.80.' The options are 'package A', 'package B' and 'they cost the same per ounce', so the child works out both prices per ounce; either package can be the cheaper one, and in about a third of deals they cost the same. ▶ Play a live item from this skill |
Arizona asks the child to understand the unit rate a/b of a ratio a:b and to use rate language such as 'for every', 'for each', 'for each 1' and 'per' in the context of a ratio relationship. Ratios Level 6 has the child find unit rates in three ways. The child finds the price per notebook. The child finds a steady-speed rate in miles per hour, typed on a number pad in 6 of 10 interactive deals. The child picks the better buy by working out two per-ounce prices, where either package can be the cheaper one or the two can cost the same. The explanations say '"Per notebook" means for ONE' and that 'per' signals division, which is the a/b-for-a:b idea. The child reads and picks 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.'). Writing Coach is a district-enabled paid feature and is not counted. About one Level 6 question in four is a complex-fraction unit rate typed with the / key, a Grade 7 family. Arizona says complex fraction notation is not an expectation at this grade, so those items are not counted here. PARTIAL on 'use rate language (e.g., for every, for each, for each 1, per) in the context of a ratio relationship'. (18OCT2026 Arizona build) Blocking clause: use rate language (e.g., for every, for each, for each 1, per) in the context of a ratio relationship |
| 6.RP.A.3 | PARTIAL | ratiosSaplingQ L5 kinds 1-2, L6 kinds 0-2, L7 kinds 0-2; percentsSaplingQ L5-L6 Ratios L5: the child finds the missing value in a printed table ('A table of equivalent ratios shows: 2 lemons → 6 oz, 3 lemons → ? oz, 4 lemons → 12 oz. Find the missing value.') and answers 'Which ratio is equivalent to 3:5?'. In interactive rounds: 'Table of equivalent ratios — lemons → ounces: 1 → 3, 2 → 6, 3 → 9. Plot the pairs (lemons, ounces).' The child taps the pairs onto a coordinate grid, then picks what the pattern shows. L6: price per notebook, train miles per hour (number pad in interactive deals), better buy per ounce. L7: 'Convert 78 inches to feet', 'A movie lasts 2.5 hours. How many minutes is that?', and recipe scaling ('3 cups of flour for every 5 cups of oats. You have 15 cups of oats...'). Percents L5: 'What is 35% of 120?'. Percents L6: '24 is 40% of a number. What is the number?' and 'In a class of 40, 30 students carry a backpack. What percent is that?'. Everything outside the number-pad and plotting items is picked from three. ▶ Play a live item from this skill |
Arizona prints Common Core's parts a-d as sentences inside one row, so the row is FULL only if every sentence is practiced.
Solving with ratio and rate reasoning is practiced across Ratios Levels 5-7. The representations in Arizona's 'e.g.' list are examples; the app uses tables and calculation.
Tables and plotting: at Level 5 the child finds the missing value in a printed table of equivalent ratios. In interactive rounds, about one Level 5 question in six has the child tap 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 ('the points make a straight line through (0, 0)'). The child never makes a table of equivalent ratios: every table is printed. No item uses tables to compare two ratios. The better-buy item compares two unit prices.
Unit rates: Level 6 covers unit pricing and constant speed.
Percent: Percents Level 5 finds p% of n as p/100 × n ('35% means 35 for every 100'). Arizona's added sentence 'Solve percent problems with the unknown in all positions of the equation' is practiced in all three positions, all picked from three: the part ('What is 35% of 120?', Level 5), the whole ('24 is 40% of a number', Level 6) and the percent ('30 students of 40 ... What percent is that?', Level 6). Weakness: at Level 5 one wrong choice is often ten times the key (the p/10 slip).
Units: Level 7 converts inches to feet (÷12, including half-feet) and hours to minutes (×60, with the '.5 hours = 50 minutes' trap). Level 6 finds each rate in the unit the question names (miles per hour, per ounce). Only these two conversion pairs appear at this level.
PARTIAL on 'Make tables of equivalent ratios' and 'Use tables to compare ratios.' (18OCT2026 Arizona build) Blocking clause: Make tables of equivalent ratios relating quantities with whole-number measurements ... Use tables to compare ratios. |
| 6.NS.A.1 | PARTIAL | fractionsSaplingQ L6 (forms 0-2) + L7 (forms 0-2); ratiosSaplingQ L6 complexRateQ (typed fraction) Fractions L6: 'How many 1/d-cup servings are in w cups?'; '1/d of a pan of brownies is left. It is shared equally among w friends…'; 'How many times does 1/d fit into a/d?'. Fractions L7: 'What is 1/b ÷ 1/(bk)?'; 'You have a/b of a pound of chocolate and cut it into 1/d-pound pieces…'; 'Which expression equals a/b ÷ c/d?'. All picked from three. Ratios L6 (at least two per round): '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 by a fraction 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. In the Fractions skill, every computed quotient 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 deals at least two of them per round. These 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 Arizona's 'using visual fraction models and equations to represent the problem'. The statement's own examples are never asked: creating a story context for 2/3 ÷ 3/4, 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 a fraction quotient; this report does not count it. (18OCT2026 Arizona build) Blocking clause: using visual fraction models and equations to represent the problem |
| 6.NS.B.2 | FULL | divisionSaplingQ L6 (bare) + L7 (packing word problem), 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 boxes of 12-35 and dividends 480-3,465. Exact quotients. In interactive rounds about 2 answers in 5 are typed on a number pad; the rest are picked from three choices. ▶ Play a live item from this skill |
Division levels 6-7 divide multi-digit whole numbers. 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 3,465 and boxes of 12 to 35. In practice sessions about two answers in five are typed on a number pad, so the child produces the quotient; the rest are picked from three choices, in English and Spanish. The explanations teach checking with the inverse multiplication and estimating the size of the answer first. Limits: every division comes out even, and fluency is judged from correct answers, not timed. On the placement check, in duels and on printed sheets every item is picked from three choices. (18OCT2026 Arizona build) |
| 6.NS.B.3 | PARTIAL | decimalsSaplingQ L6 (add/subtract) + L7 (multiply/divide) L6: '4.37 + 2.15 = ?' or 'hi − lo = ?' with hundredths (addends 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, a single-digit tenth divisor 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 = ?' (numbers from 1.05 to 8.49), and the explanation says to line up the decimal points. 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 ('5.6 ÷ 0.8 = ?'), and the quotient is always a whole number. 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 practiced. In the addition and subtraction items the wrong choices are built 0.10 and 1.00 away from the answer, which can point to it without computing. Fluency is not timed. (18OCT2026 Arizona build) Blocking clause: multiply, and divide multi-digit decimals |
| 6.NS.B.4 | PARTIAL | factorsSaplingQ L5 (GCF) + L6 (LCM / distributive rewrite), with the session's 40% numpad conversion for the factors skill 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, 6, 8, 9, 10, 12; 'Use the distributive property: a + b = ?', choosing g(m1 + m2) over g(a + b) and a wrong-factor form (g in {3, 4, 6, 8}, addends at most 56). In interactive rounds about 2 GCF/LCM answers in 5 are typed; 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, so both numbers are at most 12. In interactive rounds, about two GCF or LCM answers in five are typed on a number pad; the rest are picked from three choices. Level 6 also asks the child to choose the distributive rewrite of a sum, for example 18 + 24 = 6(3 + 4), against 6(18 + 24) and a wrong-factor form. Not practiced: the child never writes the rewrite, so 'Use the distributive property to express a sum of two whole numbers 1 to 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. The greatest common factor asked is always 4, 6, 8, 9 or 12, and no pair goes above 84. (18OCT2026 Arizona build) Blocking clause: Use the distributive property to express a sum of two whole numbers 1 to 100 with a common factor as a multiple of a sum of two whole numbers with no common factor. |
| 6.NS.C.5 | PARTIAL | integersQ L1 form 1 (temperature); L4 form 0 (diver) + form 1 (earn/spend: meaning of 0 or of the 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?'; 'You earned $E and spent $S. Writing earnings as +E and spending as −S, what does 0 represent here?' or '…what do the SIGNS represent?'. All picked from three choices, in English and Spanish. ▶ 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. The child also picks 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 ('opposite directions away from that starting point'). Temperature, elevation and money all appear. Not practiced: 'Use positive and negative numbers to represent quantities in real-world context, explaining 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 about only for money; the diver item gives sea level as 0 in its prompt. A written explanation of what 0 means is dealt only through the district-enabled Writing Coach, which this report does not count. (18OCT2026 Arizona build) Blocking clause: Use positive and negative numbers to represent quantities in real-world context, explaining the meaning of 0 in each situation. |
| 6.NS.C.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 except 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?'). The explanation places it on the other side of zero, the same distance away. Level 1 also asks where −n sits on the number line; the answer is given 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) '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. (b) The opposite of an opposite is never posed as −(−3), and 0 is never asked about (the number is at least 2), so 'the opposite of the opposite of a number is the number itself and that 0 is its own opposite' is not asked. (c) No item asks about two points that differ in both signs, which is 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. Every number located at these levels is an integer, so the negative fractions inside Arizona's limit (denominators 2, 3, 4, 5, 10) are never placed. (18OCT2026 Arizona 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.C.7 | PARTIAL | integersQ L2 forms 0-1 (including the typed algebraQ inequality) + L3 forms 0-1 'Which is LESS: a or b?' (two negatives; options lo, hi, 'they are equal'); in interactive rounds, 'Write a TRUE comparison of a and b using < or >' (typed); 'Ana's account reads −$d and Beto's reads −$d2. Who has LESS money?'; '|v| = ?' (picked); 'Which statement is true about −a and −b?' with options pairing an order and an absolute-value comparison. ▶ Play a live item from this skill |
Integers levels 2-3 order integers and take their absolute values. The child picks which of two negatives is less. In interactive rounds, about one level-2 question in five has the child type a true comparison of two bare negatives using < or >. The child also picks who has less money when two accounts read −$a and −$b, and computes |v| ('|−16| = ?', picked from three). Finally, the child picks the true statement about −a and −b from order-and-magnitude pairs ('−30 < −20, and |−30| > |−20|'), which is Arizona's 'Distinguish comparisons of absolute value from statements about order' for bare numbers. Not practiced: (a) 'Write, interpret, and explain statements of order for rational numbers in real-world context.' The typed comparison is always two bare integers, never a quantity like −3 °C > −7 °C. In the money item the right answer is always Beto, the larger debt. (b) No number line is drawn, and no item asks what a written inequality says about position; that reading appears only in the feedback. (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 '>'. Only integers are ordered or given absolute values at these levels, so the negative fractions inside Arizona's limit are never used. Written explanations are dealt only through the district-enabled Writing Coach and are not counted here. (18OCT2026 Arizona build) Blocking clause: Write, interpret, and explain statements of order for rational numbers in real-world context. |
| 6.NS.C.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, the child plots a rectangle's four vertices on a 0-9 tap grid, then picks the length of its bottom side (same second coordinate). ▶ 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 are on opposite sides of 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 mathematical problems and problems in real-world context 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 bottom side of a first-quadrant rectangle. (18OCT2026 Arizona build) Blocking clause: Solve mathematical problems and problems in real-world context by graphing points in all four quadrants of the coordinate plane. |
| 6.EE.A.1 | PARTIAL | expressionsQ L2 branch 0 (b^e = ?, multiple choice) '5^3 = ?' picked from three numbers. b runs from 2 to 5 and e from 2 to 4 (2 to 3 when b is 4 or 5). b × e and b + e are the planted wrong answers, and a nearby number stands in when one of them equals the key. 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 and names multiplying base by exponent as the trap ('the exponent counts FACTORS, not addends'). Not practiced: 'Write ... numerical expressions involving whole-number exponents'. No Grade 6 item has the child write an expression with an exponent. A power is written only outside Grade 6, always picked from three: 'How do you write 1,000 as a power of 10?' in the Grade 5 Place Value skill, and the Grade 8 scientific-notation level. In Grade 6 each power is evaluated on its own, never inside a longer expression. PARTIAL. (18OCT2026 Arizona build) Blocking clause: Write ... numerical expressions involving whole-number exponents |
| 6.EE.A.2 | PARTIAL | expressionsQ L3 (typed exprwrite:twice / exprwrite:tickets; MC phrase and ticket-cost); expressionsQ L1 (MC 'Which of these is an EQUATION?', MC coefficient) + Writing Coach xp-expression-parts; expressionsQ L2 branch 1 (evaluate ax + b, numpad when live); volumeSaplingQ L4-L5 (V = l × w × h MC; V = Bh numpad when live, MC on paper) Type 2n − k for 'k less than twice a number n', and per·b + k for 'Each ticket costs $per and you pay a flat $k for shipping. Write the expression for the cost of b tickets'. Both are judged by equivalence, so k − 2n is refused. Pick the expression that says the phrase or gives the ticket cost. Pick which of three is an equation. Answer 'In the expression cx + k, what is the COEFFICIENT?' (c vs k vs c + k). Type (or pick) the value of ax + b at a given x. Evaluate V = l × w × h at given values, including half-unit heights, by choosing, and V = Bh by typing the volume in interactive rounds (picked on paper and in the placement check). ▶ Play a live item from this skill |
Write, read and evaluate are each practiced, in English and Spanish. Write: in about half of live Expressions Level 3 items the child types an expression from words. '5 less than twice a number n' becomes 2n − 5, and the cost of b tickets at $4 each plus a flat $3 shipping becomes 4b + 3. Answers are judged by equivalence, so 5 − 2n is refused. Read: the other Level 3 items have the child pick the expression that matches the words, and Level 1 asks which of three is an equation. Evaluate: the child types the value of ax + b at a given x on the number pad (about a quarter of live Level 2, and picked otherwise). These items teach multiplying before adding. The child also evaluates the real-world formulas V = l × w × h (by choosing, Volume Level 4) and V = Bh (Volume Level 5: typed on the number pad in interactive rounds, chosen on paper and in the placement check). Practiced only for 'coefficient': 'Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, and coefficient); view one or more parts of an expression as a single entity'. 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', judged by an AI rubric. Writing Coach is a district-enabled paid feature. Quotient is never asked. Not practiced in any Grade 6 item: 'Perform arithmetic operations, including those involving whole-number exponents, in the conventional order'. No Grade 6 expression mixes an exponent with another operation, because b^e is always asked alone. PARTIAL. (18OCT2026 Arizona build) Blocking clause: Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, and coefficient); view one or more parts of an expression as a single entity ... Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations) |
| 6.EE.A.3 | FULL | expressionsQ L4 (typed exprwrite:dist / exprwrite:combine; MC fallbacks) Type 'Write 4(x + 3) WITHOUT parentheses' → 4x + 12; any bracket is refused, and so is the given form typed back. Type 'Write 5x + 2x with the like terms combined' → 7x; one term only, and the given form is refused. In plain or paper mode the same two tasks are picked from three. Coefficients and constants are positive whole numbers. ▶ Play a live item from this skill |
The child generates equivalent expressions by typing them in about half of live Expressions Level 4 items, in English and Spanish. 'Write 4(x + 3) WITHOUT parentheses' must be answered with an expression equal to 4x + 12 that has no brackets, and typing the given form back is refused. This is the move in Arizona's own example, 3(2 + x) → 6 + 3x. 'Write 5x + 2x with the like terms combined' must be typed as one term, 7x. Any equivalent answer in the asked-for form is accepted, so 12 + 4x counts. The other live Level 4 items, and every Level 4 item on paper, ask the same two tasks as a choice from three. Two leniencies remain. A bracketed sum such as (5 + 2)x is accepted as one term. An expanded form need not be simplified, so 4x + 4 × 3 is accepted. FULL. (18OCT2026 Arizona build) |
| 6.EE.A.4 | PARTIAL | expressionsQ L4 MC branches ('Which expression is equivalent to a(x + b)?'; 'Combine like terms: ax + bx = ?') 'Which expression is equivalent to 4(x + 3)?' → 4x + 12, beside two of five named slips (4x + 3, 7x, x + 12, 4x + 12x, 12x + 4). 'Combine like terms: 5x + 2x = ?' → 7x, beside 7x² and 10x. Both are picked from three. 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. Examples: 'Which expression is equivalent to 4(x + 3)?' and 'Combine like terms: 5x + 2x = ?'. This is about half of live Expressions Level 4 items and all of them on paper; in the other live half the child types the equivalent form. Each non-equivalent choice is a named slip. Not practiced: Arizona's own reason why two expressions are equivalent, that 'they name the same number regardless of which number y stands for'. No item substitutes values into two expressions to compare them, and every explanation argues from the distributive rule or by counting x's. Arizona's example pair, y + y + y and 3y, is not asked. Each question has exactly one equivalent choice, so the child never decides whether a given pair is or is not equivalent. PARTIAL. (18OCT2026 Arizona build) Blocking clause: they name the same number regardless of which number y stands for |
| 6.EE.B.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 and says testing each value IS the method. 'Which value from the set {…} makes x + a > c true?' (or < c) has a boundary value that lands exactly on c as a named wrong choice. All are picked from three. ▶ Play a live item from this skill |
The child tests the numbers in a three-number set and picks 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. The working value's place in the set varies. The explanation substitutes it and says that testing each value is the method, because an equation is a question whose answer set you are finding. At Inequalities Level 2 the test is against x + a > c or x + a < c, and the explanation shows why the boundary value, which lands exactly on c, fails. Practiced only in part: 'Use substitution to determine whether a given number in a specified set makes an equation or inequality true'. Every set holds exactly one working value, so a set in which several numbers or none make the statement true never appears. No item asks about a single given number for a yes-or-no answer. In the inequality items the working value is always the largest number in the set for > and the smallest for <, so they can be answered without substituting. The first sentence, 'Understand solving an equation or inequality as a process of reasoning', is stated in the explanations but never asked. PARTIAL. (18OCT2026 Arizona build) Blocking clause: Use substitution to determine whether a given number in a specified set makes an equation or inequality true |
| 6.EE.B.6 | PARTIAL | expressionsQ L3 (typed exprwrite:twice / exprwrite:tickets; MC ticket-cost and phrase); 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); both are judged by equivalence. Type the equation for 'Ivy had s stickers, gave away a, and has x left' (s − a = x) or 'b equal boxes hold N crayons in all' (bc = N). Every prompt names the letter and what it stands for. ▶ 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 '5 less than twice a number n' (2n − 5). Answers are judged by equivalence. At Equations Level 5 the child types equations such as s − 7 = 12 for Ivy's stickers and 4c = 72 for equal boxes of crayons. Every prompt names the letter and what it stands for. A written expression is never then used to solve the problem. Not practiced as its own target: 'understand that a variable can represent an unknown number or any number in a specified set'. The letter stands for an unknown in the equation items. It stands for members of a set in the test-a-set items and in 'How many solutions does x > c have?'. But no item asks what a variable represents. PARTIAL. (18OCT2026 Arizona build) Blocking clause: understand that a variable can represent an unknown number or any number in a specified set |
| 6.EE.B.7 | PARTIAL | equationsSaplingQ L5 (typed eqwrite:sub / eqwrite:mul; typed eqsolve1:sub / eqsolve1:mul; MC forms x + a, x − a, ax, x ÷ a) + rationalOneStepQ (decimal x ± p = q, (1/n)x = q, MC 'Which equation models the situation?') Type s − 7 = 12 for 'Ivy had s stickers, gave away 7, and has 12 left' and 4c = 72 for '4 equal boxes hold 72 crayons in all'. Type s = … or c = … to solve s − a = b or bc = N. Pick x for x + a = b, x − a = b, ax = b and x ÷ a = b (whole numbers). Pick x for x + 1.5 = 7.3 or x − 1.5 = 5.8 and (1/3)x = 4. Pick which equation models 'Sam had x dollars. He earned (or spent) $2.50 and now has $9.10' or 'Juice boxes cost $1.50 each…'. ▶ Play a live item from this skill |
Solving is practiced in all four of Arizona'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. The child also types the solution of s − a = b or bc = N (about one live Level 5 item in eight). One Level 5 item in three goes to rational-number one-steps, all answered by choosing: the child solves x + 1.5 = 7.3 or x − 1.5 = 5.8 with decimals, or (1/3)x = 4 with a unit fraction, or picks the equation for a story. Writing is practiced in part, with whole numbers only, in about a quarter of live Level 5. The child types s − 7 = 12 for Ivy's stickers (x − p = q) and 4c = 72 for equal boxes of crayons (px = q). The decimal forms x + p = q, x − p = q and px = q are written only by choosing which equation models a story about Sam's dollars or juice boxes. Not practiced: typing an x + p = q equation, writing any x/p = q equation, and typing any equation whose p and q are not whole numbers. x/p = q is solved only with whole numbers, as x ÷ a = b or as (1/n)x = q. The typed writing and the typed solving are separate items, never one problem written and then solved. A typed m + a = 180 angle equation exists only at Shapes & Geometry Level 9, a Grade 7 level. PARTIAL. (18OCT2026 Arizona build) Blocking clause: writing and solving equations of the form x + p = q, x - p = q, px = q, and x/p = q for cases in which p, q and x are all non-negative rational numbers |
| 6.EE.B.8 | FULL | inequalitiesQ L1 (typed ineqwrite + MC) + L3 (RayPick raydraw; MC number-line picture; 'How many solutions does x > c have?') The child types the inequality for four stories: 'To ride the roller coaster you must be MORE than c inches tall… (h = height)' → h > c; 'An elevator holds AT MOST c people… (p = people)' → p ≤ c; 'You need AT LEAST c points to pass… (s = points)' → s ≥ c; 'You have LESS than $c left… (d = money)' → d < c. Plain or paper mode has the child pick h > c or d < c from three. The child builds the solution set of x > c, x < c, x ≥ c or x ≤ c on a number line by tapping the boundary, an open or closed circle and the direction. The child also picks the matching circle-and-shading description, and picks 'infinitely many — any value above c is fine' for 'How many solutions does x > c have?' ▶ Play a live item from this skill |
Both sentences of the Arizona statement, and all three of their parts (write, recognize, represent), 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, in all four of Arizona's forms. 'MORE than 48 inches tall' → h > 48, 'LESS than $18 left' → d < 18, 'AT LEAST c points' → s ≥ c and 'AT MOST c people' → 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: about 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, an open or closed circle and the direction. The item is scored right only when all three are right. The other number-line items have the child pick the matching circle-and-shading description. FULL. (18OCT2026 Arizona build) |
| 6.EE.C.9 | PARTIAL | equationsSaplingQ L6: twoVarRelationQ (form 0 typed twovar:write with d isolated, and MC table → equation; 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 (picked). 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; apples at $2 a pound and $15 a lawn are the other two situations. ▶ Play a live item from this skill |
Writing the equation is practiced in the distance-and-time setting, in English and Spanish. From a table of distance d against hours t, the child types d = kt or d = t + k with d alone on one side, and t = d ÷ k is refused. This is about one Equations Level 6 item in twelve. In other Level 6 items the child uses the table's rule to find d for a time beyond the table. The child also picks the equation that fits a table or a graph of three plotted points; there are four equations, and each wrong one is named with the point or row it misses. Some items have the child name the dependent quantity in three worded rate situations. Practiced only in part: 'Analyze the relationship between the dependent and independent variables 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. Also partial: 'Use variables to represent two quantities that change in relationship to one another'. The letters d and t and their meanings are always given, and distance against hours is the only setting that uses letters. The independent variable is only ever a wrong choice, never asked for. PARTIAL. (18OCT2026 Arizona build) Blocking clause: Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation |
| 6.G.A.1 | PARTIAL | geometrySaplingQ L6 (forms 0-2: triangle, parallelogram, trapezoid) + L7 (L-shape by subtraction, kite from diagonals) L6: 'A triangle has base b cm and height h cm. What is its area?'; 'A parallelogram has base b m and height h m. What is its area?'; 'A trapezoid has bases b1 and b2 units and height h. What is its area?'. L7: 'An L-shaped figure is a W × H rectangle with a w × h corner missing. What is its area?'; 'A kite has diagonals of d1 and d2 cm. What is its area?'. No figure is drawn. The area is picked from three choices, in 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: the parallelogram's end triangle slides across to make a rectangle, a triangle is half a parallelogram, and a kite fills half a rectangle. The child picks the area from three choices, in English and Spanish. Not practiced: every item is a bare shape labeled cm, m or 'units', so Arizona's 'apply these techniques to solve mathematical problems and problems in real-world context' is practiced only for mathematical problems. No figure is drawn, and the L-shape item states its decomposition in the prompt. (18OCT2026 Arizona build) Blocking clause: apply these techniques to solve mathematical problems and problems in real-world context |
| 6.G.A.2 | PARTIAL | volumeSaplingQ L4 (V = lwh, n.5 height) + L5 (V = Bh) L4: 'A right rectangular prism measures l × w × h units. What is its volume?', with l = 2, 4, 6 or 8, w = 2 to 6, and h always 1.5, 2.5 or 3.5. L5: 'A prism's base has area B = … cm² and its height is … cm. Use V = Bh. What is the volume?', with B a whole number from 6 to 24 and h from 2.5 to 5.5. At L4 the volume is picked from three choices. At L5 it is typed on the number pad in interactive rounds ('What is the volume, in cubic centimeters?') and picked from three on paper and in the placement check. English and Spanish. ▶ Play a live item from this skill |
Volume level 4 asks for the volume of a right rectangular prism with one edge of n.5 units (for example 4 × 3 × 2.5 units) using V = l × w × h. The explanation reads the half unit as half a layer. Volume level 5 gives the base area B and an n.5 height and says '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, and picks it from three choices on paper and in the placement check. English and Spanish. Not practiced: no item packs a prism with unit-fraction cubes, so 'by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism' is not practiced. Cube packing appears only in the below-band Volume levels 1-3, with whole unit cubes. No prism volume is set in a real-world context, so 'in mathematical problems and problems in real-world context' is practiced only for mathematical problems. The fractional edge is always exactly one half, and it is always the height. Where the V = Bh item keeps choices (paper, the placement check and Duel), the two wrong ones are a pair drawn from seven named slips (the half dropped, the height rounded up, B + h added, both bases added on, one layer too many, one layer short, the half layer worked out as B ÷ ½), so the answer is the smallest, middle or largest choice about a third of the time each, no choice is ever double (or another whole-number multiple of) another, and the answer ends in .5 itself about half the time. But those choices still give the answer away to a determined guesser: how many choices end in .5, read together with which two choices sit closer (or whether all three are evenly spaced), finds the answer in about 81% of deals (chance 33%). (18OCT2026 Arizona build; note refreshed 24OCT2026) Blocking clause: by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism |
| 6.G.A.3 | PARTIAL | coordinateSaplingQ L5 (plot-rectangle tap-grid item + same-first-coordinate two-point distance) In about half of interactive L5 deals: 'Draw the rectangle on the plane — plot its four vertices: (x1, yb), (x2, yb), (x2, yt), (x1, yt).' The child taps the four points on a 0-9 tap grid, then answers 'Now read YOUR shape: how long is the side from (x1, yb) to (x2, yb)?' (picked from three). Otherwise: 'What is the distance between (x, y1) and (x, y2)?' with y1 positive and y2 negative, 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 picks 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)?'). The other item asks for the distance between two bare points that share a first coordinate, picked from three choices. Not practiced: no item has a real-world setting, so Arizona's 'Apply these techniques to solve mathematical problems and problems in a real-world context' is practiced only for mathematical problems. Drawing is limited. The polygon is always a rectangle, and the grid runs 0 to 9 on both axes, so it shows the first quadrant only. The child taps the vertices but never draws the sides. Only the horizontal side is asked about, and the same-first-coordinate distance is never framed as the side of a polygon. In paper mode the plotting is replaced by its follow-up question. (18OCT2026 Arizona build) Blocking clause: Apply these techniques to solve mathematical problems and problems in a real-world context. |
| 6.G.A.4 | PARTIAL | geometrySaplingQ L8 (cube-net SA, prism-net SA, cube-net picker; soup-can cylinder 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?'; in some interactive deals, 'Which of these nets folds into a CUBE?' with three drawn nets (a cross of six squares, a T of five, a 2 × 3 block); 'A soup can has radius r and height h. What is its surface area, in terms of π?'. All are picked from three choices, in English and Spanish. ▶ 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. All answers are picked from three choices, in English and Spanish. Not practiced: the child never builds a net, so 'Represent three-dimensional figures using nets made up of rectangles and triangles' is not practiced. No net contains a triangle, and the surface-area nets are given in words, not drawn. The only real-world surface-area item is a soup can, a cylinder worked without a net. So for nets, the real-world part of 'Apply these techniques to solve mathematical problems and problems in real-world context' is not practiced. (18OCT2026 Arizona build) Blocking clause: Represent three-dimensional figures using nets made up of rectangles and triangles |
| 6.SP.A.1 | FULL | statisticsQ L1 forms 0-3 There are 7 matched pairs, 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?'. Picking from three, the child answers four kinds of question: 'Which is a STATISTICAL question?', 'Which is NOT a statistical question?', 'Which question would get the SAME answer from everyone surveyed?', and 'Why is this a STATISTICAL question?'. The keys for the last are 'People would answer it in different ways.', 'The answer depends on who you ask.' and 'There is no one right answer, so you collect data.' ▶ Play a live item from this skill |
Arizona's verb is recognize: a statistical question anticipates variability in the data and accounts for it in the answers, as in 'How old are the students in my school?' against 'How old am I?'. At Statistics Level 1 the child recognizes statistical questions in four ways, over a bank of seven pairs. Several pairs are built like Arizona's example: a question about a group sits beside one person's question on the same thing, 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. The child picks why a given question is statistical, where every key names the variability ('The answer depends on who you ask'). One explanation says a statistical question 'anticipates VARIETY in the answers'. The Kansas row was held PARTIAL only on a 'generate' clause, and Arizona's 6.SP.A.1 has no such clause. Weaknesses: the bank holds only seven pairs, and some pairs change the topic instead of matching it, such as class quiz scores beside 'What number do you get when you multiply 7 × 8?'. (18OCT2026 Arizona build; note refreshed 31OCT2026) |
| 6.SP.A.2 | FULL | statisticsQ L2-L4 (variabilityQ 1 in 4 at L4); statisticsDisplayQ L5 L2: 'Find the MEAN/MEDIAN/MODE/RANGE of: ...', the median typed on a number pad in every interactive deal and the others in half. L3: 'Which measure of center BEST describes a typical house?' (one $200k+ outlier), and a two-group item where 'B is more spread out — its range is larger'. L4: 'Minutes to finish a quiz: ... Which value is the OUTLIER?', which measure changes MOST when the outlier is removed, and which measure BEST describes a typical time; range, MAD or IQR is typed in 1 of 4 L4 deals. L5: the mode from a drawn dot plot, 'Which interval holds the MOST students?' on a drawn histogram, and a dot plot built from listed data in interactive rounds. ▶ Play a live item: level 2 · level 3 · level 4 |
Arizona asks the child to understand that data collected for a statistical question has a distribution, described by its center, its spread and its overall shape. Statistics Level 2 has the child find the mean, median, mode and range of small sets, the median typed on a number pad in every practice deal and the mean, mode and range in half (printed sheets and the placement check stay multiple choice). Level 3 compares two groups' spread by range. It 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 of quiz times. The explanation says almost all the data 'clusters near' the common time and that 'A distribution is described by its center, its spread, and its stray values.' Level 5 reads the mode off a drawn dot plot and the tallest interval of a drawn histogram ('you lose the exact values and gain the shape'). In some interactive deals the child also builds a dot plot that 'shows at a glance the center, spread, and gaps'. Weaknesses, stated openly: at the grade-6 levels (1-5), shape rests on outliers, the tallest histogram bar and the dot-plot mode. No Level 1-5 item asks for a cluster, a gap, symmetry or skew. The nearest is a Level 6 (grade 7) form where the child picks which of two samples is lopsided, and which way, from its mode, mean and range, without the word skew. The tallest histogram bar stands over any of its three intervals. The median item prints its five values in a shuffled order; where it keeps choices (printed sheets 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. (18OCT2026 Arizona build; note refreshed 24OCT2026) |
| 6.SP.A.3 | FULL | statisticsQ L2-L4 L3 house-price item: 'Which measure of center BEST describes a typical house?' (or which measure the outlier DRAGS). In both versions 'the range — it shows how far apart the prices are' is offered and must be rejected. L3 two-group item: 'Group A: ... Group B: ... Which statement is true?', key '<wider group> is more spread out — its range is larger'. L2 range item explanation: range 'measures how SPREAD OUT the data is, not where it sits'. L4: which of mean, median or mode an outlier moves MOST, and which BEST describes a typical time. ▶ Play a live item: level 2 · level 3 · level 4 |
Arizona asks the child to recognize that a measure of center sums up all of a data set's values in one number, while a measure of variation uses one number to describe the spread. Across Statistics Levels 2-4 the child tells the two apart. In the house-price item the child picks the measure of center for a typical house and must reject 'the range — it shows how far apart the prices are'. The explanation says the range 'is not even a measure of center' and that the mean 'adds every value'. In the two-group item the child judges which group is more spread out by its range. The explanation says '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.' At Level 4 the child picks which measure an outlier moves most and which best describes a typical time. Weaknesses: 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', and it is the shortest of the three options. (18OCT2026 Arizona build) |
| 6.SP.B.4 | PARTIAL | statisticsDisplayQ (statistics L5): dot-plot construct; boxStemQ box-plot reading; histogram reading Built in interactive rounds: 'Data (books read this month): 2, 3, 3, 5, ... Make the dot plot: one ✕ for each data point.' On a number-line builder the child taps ＋ above a mark to stack each ✕. Read only, picked from three: a drawn histogram with three interval bars ('Which interval holds the MOST students?', the total); a drawn box plot ('The box plot summarizes pages read. What is the MEDIAN / RANGE / interquartile range (IQR)?', and what share of the data lives inside the box); a drawn dot plot (the total, the mode). |
Arizona's verbs are display and interpret, by creating plots on a number line, and its list is histograms, dot plots and box plots. At Statistics Level 5 the child does both for dot plots. 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'), about one interactive Level 5 question in fourteen. The child also reads the total and the mode off a drawn dot plot. Histograms and box plots are only interpreted. For a drawn histogram the child answers which interval holds the most and the total. For a drawn box plot the child answers the median, range, interquartile range, and the share of data inside the box ('about half'). The app's only plot builder makes dot/line plots, bar graphs and picture graphs. No builder makes a histogram or a box plot, so the child never creates either. PARTIAL on creating histograms and box plots. (18OCT2026 Arizona build) Blocking clause: Display and interpret numerical data by creating plots on a number line including histograms ... and box plots. |
| 6.SP.B.5 | PARTIAL | statisticsQ L2-L4 (variabilityQ 1 in 4 at L4); statisticsDisplayQ/attributeUnitsQ/boxStemQ L5 Reporting: 'How many observations does this data set have?' over an investigation description ('Ravi counted the raisins in 18 snack boxes, recording a count for each box.'), plus totals off a dot plot, a histogram and a stem-and-leaf display, all picked from three. Attribute: 'What ATTRIBUTE was under investigation?' and 'What UNIT were the observations recorded in?', picked from three. Measures: the median typed at L2 in every interactive deal and the mean in half ('Find the MEAN of: ...'). At L4 the child types a MAD ('Four scores: ... Their mean is 12. What is the mean absolute deviation (MAD)?') or an IQR ('Ordered data: ... What is the interquartile range (IQR)?'). The IQR is also read off a box plot at L5. Pattern: the outlier in 'Minutes to finish a quiz: ...' is picked from three. Choice: 'Which measure of center BEST describes a typical house/time?' with an outlier present. ▶ Play a live item: level 2 · level 3 · level 4 |
Arizona prints the four parts as sentences in one row.
Reporting the number of observations: one Level 5 deal in five comes from a bank of six investigation descriptions in English and Spanish. One of its three forms asks for the number of observations. The child also gives totals from a dot plot, a histogram and a stem-and-leaf display. Every count is picked from three choices.
Describing the attribute: the same bank asks 'What ATTRIBUTE was under investigation?' and 'What UNIT were the observations recorded in?', both picked. How the data was measured (scale, stopwatch, ruler, thermometer) is printed in each description but never asked.
Measures: the median is typed at Level 2 in every interactive deal and the mean in half, over bare lists with no context. At Level 4, in one deal in four, the child types a range, a mean absolute deviation (with the mean given) or an interquartile range from seven ordered values. The interquartile range is also 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 striking deviation in words.
Relating the choice: 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 shape of the distribution. Why the IQR resists outliers appears only in an explanation.
PARTIAL. (18OCT2026 Arizona build) Blocking clause: Describing the nature of the attribute under investigation including how it was measured ... describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. Relating the choice of measures of center and variability to the shape of the data distribution |
| Code | Verdict | Evidence (generator · forms) | Notes |
|---|---|---|---|
| 7.RP.A.1 | FULL | complexRateQ (dealt at ratiosSaplingQ L6, about 1 in 4; LEVEL_EVIDENCE 'ratios:6' floor of 2 'cxrate2' items per full round) Typed on the number pad with the / key: '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. |
Ratios L6 deals the complex-fraction unit-rate item in about one question in four. By the level-evidence rule it appears at least twice in every full round. The child computes a unit rate from a ratio of two simple fractions and TYPES it on the number pad 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). The ratio of the two simple fractions is the complex fraction (3/4)/(2/3), and the feedback works it as division by the reciprocal. Contexts include different units (miles per hour, liters per minute, pages per minute) and like units (small-gear turns per big-gear turn, cups of juice per cup of water), plus areas (acres per bag of seed, acres per hour). That matches Arizona's 'ratios of quantities measured in like or different units'. Denominators come from 2, 3, 4, 5, 6 and 8 and are never equal, and two in three divisors are non-unit fractions. English and Spanish. This row rests on this grade-7 family. Ratios L6's other forms (price per notebook, train speed, better buy) serve grade 6 and are not counted. On printed worksheets the number pad becomes three choices; the FULL rests on live rounds. (18OCT2026 Arizona build) |
| 7.RP.A.2 | PARTIAL | ratiosSaplingQ L8 (is-it-proportional table, constant-of-proportionality table); proportionalGraphQ (ratios L8, 1 in 3) 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?'; a drawn line y = kx from (0, 0) with three questions: which equation (y = 2x), what (1, 2) means (one ticket costs $2, for example 'buying 1 ticket costs $2'), and 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 child finds the constant of proportionality from a table labeled proportional ('In the proportional table (4, 32), (7, 56), what is the constant of proportionality k?'). For a drawn line y = kx through (0, 0), the child says 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). A story item asks 'Each pencil costs $8. Which equation gives the total cost t of n pencils?' (t = 8n, Arizona's own t = pn). One typed form sits at Equations L6: over a distance-time table the child types d = 7t. Held PARTIAL. Deciding whether a relationship is proportional: the one item that asks 'Is the relationship proportional?' gives its answer away. 'No — the last pair breaks the constant ratio' is offered only when it is the answer, and otherwise the answer is always 'yes'. The graph test is never asked as a decision. Identifying the constant: one pair answers the table item because the table is already called proportional, graphs use r = 2 or 3 in one context (tickets), and diagrams are never used. Representing by equations: equations are chosen, except the typed d = kt. That form sits at a level that also serves grade 6, and half its tables are additive (d = t + k). Explaining a point: only (0, 0) and (1, r) are interpreted, from options, and no item asks what a general point (x, y) means in terms of the situation. (18OCT2026 Arizona build) Blocking clause: Decide whether two quantities are in a proportional relationship (e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin); Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation |
| 7.RP.A.3 | FULL | percentsSaplingQ L8 kinds 0-2; percentAppsQ (percents L8, 1 in 3) forms 0-2; ratiosSaplingQ L5-L7 (missing-value tables, unit rates, recipe scaling) 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?'; a restaurant bill plus a 15% or 20% tip, then the total; a commission on sales. Ratios L5-L7 add missing-value tables, unit rates and recipe scaling. ▶ Play a live item from this skill |
Percents L8 has the child solve multi-step percent problems, picked from three choices. The problem types are tax then total ('A $120 purchase carries 15% tax. What is the total?'), percent increase ('A price rises from $60 to $75. What is the percent change?') and percent decrease ('A price falls from $140 to $70. What is the percent decrease?'). In about one question in three the item is instead simple interest ('You deposit $300 at 4% simple interest per year for 3 years. How much interest do you earn?'), a 15% or 20% 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 Arizona's named examples of simple interest, tax, gratuities and 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. Limits: percent error, markups or markdowns named as such, and fees charged as a percent never appear in these items. Percent-change answers come only from 10, 20, 25 and 50%, and prices are multiples of $20. The commission item always shows ten times the correct answer among its options. (18OCT2026 Arizona build) |
| 7.NS.A.1 | PARTIAL | integersG7Q L5 forms 0-4 (form 0 includes the frog-hop number line, TapNumberLine); 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 straddle zero or are both negative). Frog hop: tap where the frog lands for (−a) + b, or for a − b crossing zero, on one sideways-scrolling row of number buttons. Additive inverse: '7 + (−7) = ?', and a temperature that rises and falls by the same amount (asking for the total change, or for the afternoon change that undoes the rise). ▶ Play a live item from this skill |
At Integers L5 the child adds and subtracts signed numbers and picks the result from three choices: '(−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 for a − b crossing zero, on one sideways-scrolling row of number buttons. Held PARTIAL because several of Arizona's sentences are not practiced. Number line: the child only taps the landing number. The app marks the start and lights the jump only after the answer. The jump is always a positive number, so the only leftward jump is subtracting a positive. Adding a negative and subtracting a negative never appear on the line, and the child never draws the diagram. Opposites: the temperature story is the only situation, and it is always given. The child never describes a situation, and 'Show that a number and its opposite have a sum of 0' is only a picked 0. Sums are computed but never interpreted by describing a real-world context. Distance as the absolute value of a difference is asked only with bare integers and is never applied in a real-world context. No item asks the child to apply properties of operations as strategies. Signed fractions are never added or subtracted, and every signed decimal ends in .5 with a whole-number answer. Written explanations ('Explain why 8 + (−8) = 0…', a submarine sum) exist only in the metered Writing Coach. That is a district-enabled paid feature, and this report does not count it. (18OCT2026 Arizona 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 context; apply this principle in real-world context; Apply properties of operations as strategies to add and subtract rational numbers |
| 7.NS.A.2 | PARTIAL | integersG7Q L6 forms 0-3; longDivisionQ (integers L6, LEVEL_EVIDENCE 'integers:6' floor of 2 'fd' items per full round); rationalStructureQ forms 1-2 (integers L5-L7) 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 a remainder; say what a returning remainder or a remainder of 0 means; decide terminate-or-repeat from a lowest-terms denominator; 'Use long division: write 7/24 as a decimal' (picked). Also 'What number do you multiply −3/4 by to get 1?', 'What kind of number is −18 ÷ 6?' (a 2×2 of integer/between integers × rational/irrational) and 'What is ALWAYS true of the quotient of two integers, like −5 ÷ 3?'. ▶ Play a live item from this skill |
At Integers L6 the child multiplies and divides signed numbers and picks the result from three choices: '(−4) × (−6) = ?', '(−3) × 7 = ?', '(−24) ÷ 4 = ?', and signed halves such as '(−3.5) × 8 = ?' and '(−12) ÷ 1.5 = ?' (whole-number results only). The feedback explains the sign rules as flipping across zero and counting negatives. Long division is the subject of at least two items in every full Integers L6 round. The child picks the next quotient digit from a quotient-so-far and a remainder, says what a returning remainder or a remainder of 0 means, decides from a lowest-terms denominator whether the decimal terminates or repeats, and picks the decimal for fractions such as 5/7 or 7/24. Rational-structure items at Integers L5-L7 ask 'What number do you multiply −3/4 by to get 1?' and 'What kind of number is −18 ÷ 6?' (an integer, and rational). Held PARTIAL. Nothing derives the sign rules from the distributive property or shows (–1)(–1) = 1. Products and quotients are never interpreted by describing a real-world context. The identity –(p/q) = (–p)/q = p/(–q) is never assessed. No item asks the child to apply properties of operations as strategies. Signed fractions are never multiplied or divided. Every long-division step is chosen from three, never carried out, so 'using long division' is not observed, and every fraction converted is positive and proper. The 'What is ALWAYS true of the quotient of two integers' item has the same correct sentence in every deal. Written explanations of the sign rules exist only in the metered Writing Coach. That is a district-enabled paid feature, and this report does not count it. (18OCT2026 Arizona build) Blocking clause: Interpret products of rational numbers by describing real-world context; If p and q are integers, then –(p/q) = (–p)/q = p/(–q); Interpret quotients of rational numbers by describing real-world context; Apply properties of operations as strategies to multiply and divide rational numbers; Convert a rational number to decimal form using long division |
| 7.NS.A.3 | PARTIAL | integersG7Q L7 forms 0-2; rationalStructureQ (integers L7); complexRateQ (ratios L6) touches the complex-fraction sentence only 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, always with a 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. Separately, at Ratios L6, typed: 'A hiker covers 3/4 of a mile in 2/3 of an hour. What is the unit rate, in miles per hour?' ▶ 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?'. In the debt item the wrong shares sit on both sides of the correct answer, so the division is needed. The only additive situations are rise-and-fall temperature stories whose total is always 0. Arizona's second sentence names complex fractions a/b ÷ c/d. The child computes exactly that, typed, in the Ratios L6 unit-rate items ('A hiker covers 3/4 of a mile in 2/3 of an hour…'), but only with positive fractions and only as a unit rate; that practice is credited to 7.RP.A.1. Held PARTIAL. The context problems use only multiplication and division of integers and .5 decimals. No context problem adds or subtracts to a non-zero result. No problem uses a signed fraction or a negative complex fraction. So 'problems … involving the four operations with rational numbers' is not met. (18OCT2026 Arizona build) Blocking clause: Solve mathematical problems and problems in real-world context involving the four operations with rational numbers |
| 7.EE.A.1 | PARTIAL | expressionsG7Q (expressions L5), forms 0-4 Multiple choice only, about one Expressions Level 5 draw in five each: factor −ax − ab → −a(x + b) (pick from three); expand −(x − b) (three); expand (1/2)(6x + 8) or 0.5(6x + 8) (three); combine ax − cx to a negative coefficient (three); add (2.5x + 3) + (1.5x − 5) (four options: the key and three named slips). ▶ 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), combine 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 combine items use whole numbers only, and no item subtracts one expression from another. On the factor, combine and expand −(x − b) items, the options give the key away without the work. For example, on −(x − b) the key is the only option with a +. Arizona asks the child to add, subtract, factor and expand with rational coefficients. Only adding and expanding use rational coefficients, and only by choice. PARTIAL. (18OCT2026 Arizona build) Blocking clause: add, subtract, factor, and expand linear expressions with rational coefficients |
| 7.EE.A.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 readings; also 10, 20, 25%); 'A store offers 25% off a price p. Which expression gives what you PAY?' (pick 0.75p from three; also 10, 20, 30% off). |
Equations Level 7 deals this family on about one draw in four, and two of its three forms belong to this standard (together about one draw in six). The first uses Arizona's own example. A price a 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. These items practice what the forms mean in a problem context. Arizona's first verb is 'Rewrite an expression in different forms', and the child never rewrites one. The first item prints 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. (18OCT2026 Arizona build) Blocking clause: Rewrite an expression in different forms |
| 7.EE.B.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 over 2-4 years, commission (all whole dollars); signed one-step context items ('The temperature drops 2.5° each hour for 4 hours. What is the total change?'; 'friends split a −$24 debt equally'); 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. Arizona's own example needs a decimal answer (a $25 hourly wage raised 10% to $27.50), and no Level 8 item does. 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. Converting between fractions, decimals and percents is its own item at Percents Level 7, never a step the child chooses inside a problem. Reasonableness has one item at Equations Level 7, about one draw in eleven: 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 computation for the child. The child never checks their own answer. PARTIAL. (18OCT2026 Arizona build) Blocking clause: posed with positive and negative rational numbers in any form. Convert between forms as appropriate and assess the reasonableness of answers |
| 7.EE.B.4 | PARTIAL | equationsSaplingQ L7 (typed rental construct; typed px + q = r solve; pxqWordProblemQ; pxqEquationQ); inequalitiesG7Q L4 (typed gym inequality; ray 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; type the solution of bare px + q = r; pick the solution of bare p(x ± q) = r; solve the perimeter, ticket and rental word problems by picking from three; compare Maya's arithmetic with Leo's algebra for p(x + q) = r (pick 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 a rectangle-perimeter story and p(t + q) = r for a movie-ticket story, and types the solution of a bare px + q = r. Perimeter, ticket and rental word problems are solved by choosing from three, and every word problem the child solves uses whole numbers. Bare p(x + q) = r equations are solved only by choice. No single item has the child build an equation and then solve it, and the letters are always given. One item sets Maya's arithmetic beside Leo's algebra and asks how they compare. Whether her last number matches his x decides the answer, so the sequence of operations need not be read. 'Solve equations of these forms fluently' has no timed or all-cases evidence. 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. Bare inequalities are solved typed and as four choices where dividing by a negative flips the sign. They are graphed by building the ray (boundary, open or closed circle, direction, with >, ≥, < and ≤). Every typed or graphed inequality 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. (18OCT2026 Arizona build) Blocking clause: Solve word problems leading to inequalities of the form px+q > r or px+q < r, where p, q, and r are rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. |
| 7.G.A.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); scale 1 cm to 2-7 km, map distance 3-11 cm. ▶ Play a live item from this skill |
Geometry Level 9 deals one scale item, on about one draw in four. The map scale is 1 cm to 2-7 km, the two towns are 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, and none has the child reproduce a drawing at a different scale. No scale drawing of a geometric figure is ever shown; the map is described in words. PARTIAL. (18OCT2026 Arizona build) Blocking clause: areas from a scale drawing and reproducing a scale drawing at a different scale |
| 7.G.A.2 | NOT COVERED | — | No grades 6-8 item has the child draw a shape to stated conditions such as side lengths or angle measures. None has the child construct a triangle from three measures of angles or sides, and no item asks whether given measures make one triangle, more than one triangle, or no triangle. The nearest grades 6-8 drawing item is a grade-6 one (Coordinate Grid Level 5). There the child plots the four given vertices of a rectangle, so the coordinates fix the shape and no side or angle measure is a condition to meet. Grade 8 Geometry Level 10 gives triangle measures: two angles, to pick the third, and three sides, to test with the converse of the Pythagorean Theorem. It never has the child build the triangle or decide how many triangles the measures allow. The app's other shape-drawing tasks are lower-grade items. Examples are drawing a shape from its number of sides or corners (kindergarten to grade 2) and drawing or measuring an angle with an on-screen protractor (grade 4). Kansas places this standard in grade 8 (Kansas 8.G.6), where the app is also NOT COVERED, and Alaska 7.G.2 is NOT COVERED. NOT COVERED. (18OCT2026 Arizona build) Blocking clause: Draw geometric shapes with given conditions using a variety of methods. 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.A.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, English and Spanish. |
Volume Level 6 asks for the shape of a slice on about one draw in six, in English and Spanish, in five fixed cases. They are 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 a name. Limits: there are only five fixed cases; the 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. (18OCT2026 Arizona build) Blocking clause: Describe the two-dimensional figures that result from slicing three-dimensional figures |
| 7.G.B.4 | PARTIAL | geometrySaplingQ L9 form 0 (circle); geometrySaplingQ L9 cylinder surface area and L8 soup can '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, one of which is the other formula's answer. The explanation contrasts the rim with the inside. Both formulas are also used inside a problem in the cylinder surface-area items: two lids of πr² plus a side of 2πr × h (Geometry Level 9, and the soup can at Level 8). 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. (18OCT2026 Arizona build) Blocking clause: give an informal derivation of the relationship between the circumference and area of a circle |
| 7.G.B.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 does one of three things. They 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). They type the solution of such an equation ('Solve m + 65 = 180 for the other angle. Write m = …'). Or they pick 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'), and adjacent angles are never named. Every Level 9 angle item is a single step stated in words, with no figure. The nearest multi-step angle item is a grade 8 one (Geometry Level 10, about one draw in fifteen). There the child picks a triangle's exterior angle from two interior angles (the third interior angle, then its supplement). It is picked from three, writes no equation and shows no figure. Not practiced: "in multi-step problems", "for an unknown angle in a figure", and equations for vertical and adjacent angles. Kansas places this standard in grade 8 (Kansas 8.G.4), where the app is also PARTIAL on the same Level 9 items. Alaska 7.G.5 is PARTIAL on the same evidence. PARTIAL. (18OCT2026 Arizona build) Blocking clause: in multi-step problems to write and solve simple equations for an unknown angle in a figure |
| 7.G.B.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 from a given base area (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 (Volume Level 4), and V = Bh from a given base area (Level 5). Limits: every one of these items sits at a level that also serves the grade-6 area, volume and net standards, so this grade-7 standard has no grade-7 evidence of its own. None of these items is set in a real-world context. The Level 8 soup can is a cylinder, which is not among Arizona's 'cubes and right prisms'. The only composite flat figure is the L-shape. No three-dimensional object at these levels is built from more than one solid; the two-box volume items exist only at the grade-5 Volume Levels 1-3. PARTIAL. (18OCT2026 Arizona build) Blocking clause: problems in real-world context involving volume and surface area of three-dimensional objects composed of cubes and right prisms |
| 7.SP.A.1 | PARTIAL | statisticsSamplingQ (statistics L6) representative-sample and bias forms; multiSampleQ form 1 (projection) Picked from three, six fixed scenarios, English and Spanish: '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' against 'survey the first 40 students to arrive each morning' and 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). ▶ Play a live item from this skill |
Statistics L6 asks about samples in six fixed scenarios, in English and Spanish, picked from three choices. One item asks 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). Another asks why a named convenience sample is BIASED ('early arrivers share habits the whole school does not'). A projection item uses a random sample of 30 to estimate a school-wide count ('about 160'). Held PARTIAL because the items behind Arizona's two 'Understand' sentences can be answered from the wording of the options alone. The representative-sample item always marks as correct the only option that mentions randomness. The bias item's two wrong answers are the same sentences in every deal ('because the sample is too large to be a fair one', 'because the respondents were not paid for answering'); both begin 'because', and the correct answer never does. The child never meets a random sample that fails to represent its population, so random sampling always looks representative in this skill. (18OCT2026 Arizona build) Blocking clause: generalizations about a population from a sample are valid only if the sample is representative of that population; Understand that random sampling tends to produce representative samples and support valid inferences |
| 7.SP.A.2 | PARTIAL | multiSampleQ forms 0-1 (dealt in statisticsSamplingQ, 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?' (correct answer: the estimates vary a little around 5.8, and 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 of the total who prefer pizza?' ('about 160' against 'exactly 160' and 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, picked from three choices. The credited answer is that the estimates vary a little around 5.8 and the true mean sits nearby; the wrong choices are 'one sample was done wrong' and 'the school changed its habits'. Another item uses data from a random sample to draw an inference about the population: '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', against 'exactly 160' and 12). English and Spanish. Held PARTIAL: the child never generates samples or simulated samples. The five means arrive already computed, their sample size is never stated, and the five-means item always marks the same wording correct. The projection item's correct answer is always the only option that says 'about'. 'Gauge how far off the estimate or prediction might be' is met only through the words 'vary a little' or 'about', never as an amount the child estimates. (18OCT2026 Arizona 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.B.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). Read in words: 'Two teams with SIMILAR variability have means 1 MAD apart. What does that tell you?' (could be chance, against a real difference). |
Statistics L6 has both of Arizona'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. The choices are 'hardly at all — there is clear daylight between them', 'heavily — almost every value appears in both' and 'it cannot be judged without calculating the means first'. The difference between centers is expressed as a multiple of the MAD in three ways. It is TYPED on the number pad from two team means and a stated MAD ('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). It is picked from the same dot plots, where the MAD is exactly 1. And it is read in words: 1 MAD apart 'could be chance', while 2-4 MADs apart is 'a real difference'. English and Spanish. Held PARTIAL on 'Informally assess the degree of visual overlap'. The plotted pairs are always either 1 apart or 6-7 apart, so overlap is a two-level judgement. There is no middle case like Arizona's own example of a gap about twice the variability. (18OCT2026 Arizona build) Blocking clause: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities |
| 7.SP.B.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 (mean absolute deviation, MAD, 2). Can you infer that plants given fertilizer generally have higher values than plants given none?' (also with median and IQR); medians beside ranges, with options crossing a center claim and a spread claim; equal means beside modes and ranges; Team A against 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. Example: '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 by itself. A gap more than twice the spread is marked as a real difference, and a spread twice the gap is marked as heavy overlap. 'The bigger center settles it' is a wrong answer in every deal of that form. Another form sets medians beside ranges. Its options cross a center claim with a spread claim, and the medians are equal in half the deals. A third form sets equal means beside modes and ranges, and a team form asks for the valid informal conclusion from two means and a MAD. Five contexts: plant height with and without fertilizer, 8th- and 6th-grade heights, bus and car travel time, quiz scores, and pages read. English and Spanish. Every full Statistics L6 round carries at least two items from the two-group comparison families. That pool also holds the overlap and MAD-multiple items written for 7.SP.B.3. The child does what Arizona'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. (18OCT2026 Arizona build) |
| 7.SP.C.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 against 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), with 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). The part-to-part ratio 3/5 is on screen as a wrong option in every deal. In one of its three forms, the child names 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 Arizona's scale. The feedback states that probability lives between 0 and 1: near 0 is unlikely, near 1 is likely, and 1/2 is in the middle. English and Spanish. Limits: the likelihood form draws from only five fixed probabilities, always given as fractions. Its middle word is 'as likely as not' (Arizona: 'neither unlikely nor likely'). No item asks the child to judge the likelihood of a probability they have just computed. (18OCT2026 Arizona build) |
| 7.SP.C.6 | PARTIAL | probabilityG7Q L4 kind 1 (expected count); probabilityG7Q L5 k5 0 (experimental probability) Picked from three: '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 against 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), which is Arizona's 'predict the approximate relative frequency given the probability'. The child also 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). English and Spanish. Held PARTIAL: no item has the child collect data from a chance process, because the flips and heads are always printed in the question. The long-run idea, that relative frequency settles toward the probability, appears only in the feedback and is never asked. (18OCT2026 Arizona build) Blocking clause: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency |
| 7.SP.C.7 | PARTIAL | probabilityG7Q L5 (die form, coin-experiment form, simulation-device form); probabilityG7Q L4 kind 0 (marble bag) Picked from three: 'You roll a fair 6-sided die. What is P(rolling more than 2)?' (4/6); the 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 |
At Probability L4-L5 the child uses given models to find probabilities, picked from three choices. The models are a fair die ('You roll a fair 6-sided die. What is P(rolling more than 2)?' → 4/6), marble bags ('A bag holds 3 red marbles and 5 blue ones. What is P(red)?'), and the experimental probability of heads from given flips. A simulation item asks which device models a stated chance exactly ('You want to simulate a 1-in-4 chance. Which design models it EXACTLY?' → a 4-equal-section spinner). English and Spanish. Held PARTIAL because every model is given. The child never develops a uniform model by assigning equal probability to all outcomes. The child never develops a model from observed frequencies: nothing like the spinning penny or tossed paper cup appears, and whether outcomes look equally likely is never asked. The coin item is the only observed data. No item asks the child to compare a model's probability with observed frequencies, judge whether they agree, or explain a discrepancy. (18OCT2026 Arizona build) Blocking clause: Compare probabilities from a model to observed frequencies. If the agreement is not good, explain possible sources of the discrepancy; Develop a uniform probability model by assigning equal probability to all outcomes; Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process |
| Code | Verdict | Evidence (generator · forms) | Notes |
|---|---|---|---|
| 8.NS.A.1 | PARTIAL | irrationalsQ L1 (which-is-irrational and why-is-sqrt-perfect-rational forms; repeatingToFractionQ / delayedRepeatQ / whyRationalsRepeatQ at the same level) Picked from three: "Which of these numbers is IRRATIONAL?" The key is a square root of a non-perfect square (sqrt 2 to sqrt 20). The wrong options are the square 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 key is "because its value is precisely 3", against "because any square root is whole" and "because it is certainly under 10". About one Level 1 item in three, and at least two per full round, is a decimal-expansion item: write 0.1818... or 0.1666... as a fraction, give the most digits the repeating block of n/d can have, or pick the repeating block from a long-division remainder trail. 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. These items practice the first sentence: numbers that are not rational are called irrational. About one Level 1 item in three works with decimal expansions of fractions. The child writes 0.1818... or 0.1666... as a fraction, finds the most digits a repeating block can have, and picks the repeating block from a long-division remainder trail. These items show that a fraction's decimal expansion ends or repeats, which is part of the informal idea that every number has a decimal expansion. Arizona's statement does not include the Common Core clause about converting repeating decimals, so those items count here only as decimal-expansion practice. English and Spanish. Every answer is picked. Not practiced: the third sentence, 'Know that numbers whose decimal expansions do not terminate in zeros or in a repeating sequence of fixed digits are called irrational.' No item shows a number as a decimal that never ends and never repeats and asks the child to classify it. Every irrational number on screen is a square root, and pi never appears. The never-ends-never-repeats rule is stated only in the explanations shown after an answer. (18OCT2026 Arizona build) Blocking clause: Know that numbers whose decimal expansions do not terminate in zeros or in a repeating sequence of fixed digits are called irrational. |
| 8.NS.A.2 | PARTIAL | irrationalsQ L2-L3 L2: "Between which two consecutive integers does sqrt 11 sit?" The child picks from three consecutive-integer pairs, with the neighbouring pairs dealt above and below at random. The explanation boxes the number between perfect squares (3^2 = 9, 4^2 = 16). L3: "Which integer is sqrt 11 CLOSER to?" The options are the nearer integer, the other integer and n minus the floor. The explanation compares n with (lo + 0.5)^2. The root is always sqrt n with n from 2 to 20, non-perfect. 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?" The explanation boxes the number between perfect squares (3 squared is 9 and 4 squared is 16). In Level 3 the child answers "Which integer is sqrt 11 CLOSER to?" Here the explanation compares 11 with 3.5 squared. So the child uses rational approximations to estimate the value of a square root to the nearest whole number. English and Spanish. Every answer is picked. Not practiced: 'compare the size of irrational numbers'. Every comparison is a square root against an integer, never one irrational number against another, and pi never appears. Also not practiced: 'Locate them approximately on a number line diagram', because no item places a number on a drawn line. No estimate is narrowed past the nearest whole number. (18OCT2026 Arizona build) Blocking clause: to compare the size of irrational numbers. Locate them approximately on a number line diagram |
| 8.NS.A.3 | NOT COVERED | — | Arizona added this row, and it has no Common Core twin. No grade 6-8 item gives the child two numbers a < b and asks for a rational number or an irrational number between them. The nearest item is Rational & Irrational Level 2: "Between which two consecutive integers does sqrt 11 sit?", where the child picks 3 and 4. That item starts from one square root and finds the whole numbers around it. It never starts from two given numbers a < b, never asks for a rational number c or an irrational number d between them, never uses two irrational endpoints, and never asks whether such numbers always exist. Not practiced: 'given any two distinct rational numbers, a < b, there exist a rational number c and an irrational number d such that a < c < b and a < d < b', and the matching sentence for two distinct irrational numbers. (18OCT2026 Arizona build) Blocking clause: given any two distinct rational numbers, a < b, there exist a rational number c and an irrational number d such that a < c < b and a < d < b |
| 8.EE.A.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); sciSmallUnitsQ form 0 (expressions L6) Shown b^m × b^n (base 2 to 7, exponents 2 to 8), the child picks b^(m+n) from three choices. The wrong choices are named slips: multiplying the exponents, squaring the base, both at once, or subtracting the exponents. In scientific notation the child picks (a × 10^m) × (b × 10^n) = ab × 10^(m+n), picks a quotient of two quantities by dividing the fronts and subtracting the powers of ten (some negative, 10^-4 against 10^-6), and picks 4.5 × 10^-4 for 0.00045. ▶ Play a live item from this skill |
At expressions Level 6, about one question in nine shows a product such as 4^2 × 4^5, and the child picks 4^7 from three choices, in English or Spanish. The wrong choices come from named slips: multiplying the exponents, squaring the base, both 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' 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). Other Level 6 items have the child pick 4.5 × 10^-4 for 0.00045. So the child practices the product property for any base and the quotient property for powers of ten only. No grades 6-8 item uses the power-of-a-power property, a zero exponent, or a negative exponent rewritten as a reciprocal (such as 3^-3 = 1/27) to produce an equivalent expression. The power-of-a-power rule appears only in the explanation of a wrong choice. The child always picks the equivalent expression and never writes one. Held PARTIAL on Arizona's 'apply the properties of integer exponents to generate equivalent numerical expressions'. (18OCT2026 Arizona build) Blocking clause: apply the properties of integer exponents to generate equivalent numerical expressions |
| 8.EE.A.2 | PARTIAL | rootsSciNotationQ forms 0-1 (expressions L6); irrationalsQ L1 (rational & irrational) 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 with 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 from √9 to √625 are typed on the number pad in live rounds; Arizona asks for perfect squares up to 225, and the app goes further. Cube roots are dealt only for 8, 27, 64 and 125. 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. The child also writes a solution that is not whole with a root symbol (x² = 50 accepts √50 or 5√2; x³ = 30 accepts ∛30), but rarely: about 1 Level 6 question in 90 for √ and 1 in 180 for ∛. 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…, which never ends or repeats. Held PARTIAL on two Arizona clauses. First, every p is a whole number, but Arizona says 'where p is a positive rational number', and no x² = 4/9 or x³ = 0.008 is ever dealt. Second, Arizona asks the child to 'Evaluate cube roots of perfect cubes less than or equal to 1000', but no cube root above ∛125 is dealt (∛216, ∛343, ∛512, ∛729 and ∛1000 never appear). (18OCT2026 Arizona build) Blocking clause: where p is a positive rational number ... Evaluate cube roots of perfect cubes less than or equal to 1000. |
| 8.EE.A.3 | PARTIAL | expressionsG8Q kinds 0-1 (expressions L6); sciSmallUnitsQ form 0 (expressions L6); sciTimesAndUnitsQ how-many-times (expressions L6); rootsSciNotationQ form 3 'cells' context (expressions L6) 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), and picks the numeral for d × 10^k. Two quantities are given already 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, a forest and a tree, a body's cells and a school's students). The child picks from three how many times as much the larger one is. ▶ 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 (4,500,000 as 4.5 × 10^6; 0.00045 as 4.5 × 10^-4) and picks the numeral for d × 10^k. The how-many-times family uses unequal front numbers. For example, 'One country has about 6 × 10^8 people; a city in it has about 2 × 10^5' is answered 3 × 10^3, picked from three. Some items use very small quantities with negative exponents (a hair against a virus). 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 question asks how many times larger (as many, as much, as wide). None asks how many times smaller, which Arizona also names. Every answer is picked from three. (18OCT2026 Arizona build) Blocking clause: to estimate very large or very small quantities |
| 8.EE.A.4 | PARTIAL | rootsSciNotationQ forms 2-3; sciSmallUnitsQ form 1; sciTimesAndUnitsQ (re-express and how-many-times) (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'), each 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 picks the written-out numeral for 1.5 × 10^8 km and picks 7 × 10^1 micrometers as the sensible framing of a hair's width. ▶ Play a live item from this skill |
Operations in scientific notation are multiplication and division, each picked from three choices in English or Spanish. For example, (3 × 10^4) × (2 × 10^3) is picked as 6 × 10^7, and (6 × 10^8) ÷ (2 × 10^5) as 3 × 10^3. There is no addition or subtraction in scientific notation. No operation is posed with one number written as a decimal and the other in scientific notation, which Arizona names. Items that use both notations convert a single number from one to the other, each picked from three: 4,500,000 as 4.5 × 10^6, 0.00045 as 4.5 × 10^-4, a calculator's 4.7E−5 read as 0.000047, and a hair 0.00007 m wide re-expressed as 7 × 10^1 micrometers. Choosing units is practiced. The child picks the sensible unit for seven measurements (bacterium, virus, hair, Sun distance, video file, whale, text file), and in two of them the unit already printed 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 child never writes a number in scientific notation; every form is a choice. (18OCT2026 Arizona build) Blocking clause: including problems where both decimal and scientific notation are used |
| 8.EE.B.5 | PARTIAL | functionsQ L5 form 2 (plot proportional line, then pick what (1, k) means); functionsQ L5 forms 0-1; proportionalGraphQ form 1 (ratios L8); functionsQ L2 and L5 form 4 (comparisons) The child taps the listed points (0, 0), (1, k), (2, 2k) and (3, 3k) of a proportional line on a grid that draws the line through them. The child then picks what (1, k) tells: the unit rate (for example 'the unit rate: y grows by k when x grows by 1'), against a choice that reads (1, k) as where the line ends ('the line ends at x = 1, y = k') and one that reads k as the number of points ('the number of points on the graph: k'). At functions Level 5 the child also plots three listed points of a line and picks how much y rises per step of 1. At ratios Level 8 the child picks what (1, k) means on a drawn cost line (for example 'buying 1 ticket costs $k'). The two-function comparisons set a table or a plotted line against y = mx + b with b at least 1. ▶ Play a live item from this skill |
At functions Level 5 the child graphs a proportional line by tapping the four points the prompt lists, (0, 0), (1, k), (2, 2k) and (3, 3k). The child then picks what the point (1, k) tells: the unit rate (for example 'the unit rate: y grows by k when x grows by 1'). Elsewhere at Level 5 the child plots three listed points of a line (through the origin in about one deal in four) and picks how much y rises per step of 1. At ratios Level 8 the child picks what (1, k) means on a drawn cost graph (for example 'buying 1 ticket costs $k'). Without Writing Coach, that the unit rate is the slope is stated only in explanations shown after the answer. With Writing Coach on (a district-enabled paid feature), ratios Level 8 also asks the child to explain what the slope of a proportional graph through (0, 0) and (4, 10) is and what it means as a unit rate. The child graphs only points the prompt lists. No item gives a proportional relationship in words or as an equation and has the child find its points. The compare sentence has no item. Both two-function comparisons (functions Level 2, a table against an equation; Level 5, a plotted line against an equation) set one function against y = mx + b with b at least 1, which is not proportional. 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, in words. No distance-time graph is compared with a distance-time equation, as Arizona's example asks. (18OCT2026 Arizona build) Blocking clause: Compare two different proportional relationships represented in different ways. |
| 8.EE.B.6 | PARTIAL | functionsQ L5 form 3 (slope triangles); proportionalGraphQ form 0 (ratios L8); twoVarRelationQ table write (equations L6, Grade 6 item); explainQ xp-slope-same (Writing Coach, functions L2-L4) The child plots (0, 0), (2, 2m) and (4, 4m) with m = 1 or 2, 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) and is asked to compare rise÷run on the two segments. The child 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, not explained, and the explanation is shown after the answer. Every line in this form passes through the origin with a slope of 1 or 2. Only with Writing Coach on (a district-enabled paid feature) does the child write why the slope of y = 3x is the same between (1, 3) and (2, 6) as between (2, 6) and (5, 15). That written work is the only explaining. 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 for a line through the origin, or y = mx + b for a line intercepting the vertical axis at (0, b). The general form y = mx + b appears only in explanations shown after an answer: after the functions Level 5 y-axis-crossing item, and after the functions Level 4 kayak-rental item, where the child picks what one number of a printed equation such as y = 20x + 15 means. (18OCT2026 Arizona build) Blocking clause: Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane. Derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at (0, b). |
| 8.EE.C.7 | PARTIAL | equationsG8Q (equations L8): kinds 0-3, decimal-coefficient form, distributiveEqQ, rationalBracketEqQ; inequalitiesG7Q (inequalities L4) including distributiveIneqQ 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 solves −a(x + b) ≥ c (the sign flips), a(x − b) + cx > d and 0.5(x + b) < c by choice; simpler two-step inequalities are typed or graphed as a ray in live rounds. The child 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 |
Solving is practiced at equations Level 8 and inequalities Level 4, in English and Spanish. Equations have x on both sides (ax + b = cx + d) and decimal or fraction coefficients (0.5x + 3 = 7, 1.5x + 2 = 11, (1/4)(x + 2) = 3, 0.25(x − 4) + x = 9). Some have brackets to distribute and like terms to collect, such as 3(x − 2) + 2x = 19. The expansion or x = … is typed in some live deals, and the rest are picked from three. Inequalities include −3(x + 2) ≥ 6 (the sign flips), 2(x − 3) + x > 9 and 0.5(x + 4) < 6, picked from choices. Simpler two-step inequalities are typed or graphed on a number line in live rounds. 'Fluently' is not measured: there is no timed or all-facts check. The one-solution, no-solution and infinitely-many sentences are not practiced as Arizona writes them. 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 that one shape. The child never gives an example of each kind and never transforms an equation step by step to x = a, a = a or a = b. Arizona prints all of these as sentences of one row, so the row is PARTIAL. (18OCT2026 Arizona build) Blocking clause: Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solution. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results |
| 8.EE.C.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 |
This Arizona row has no Kansas twin, so it is judged fresh from equations Level 9, the top Grade 6-8 level of that skill. The child solves systems by picking the solution from three. The wrong choices are a point on one line only, the pair written backwards, or a point one square off, and each wrong choice's note checks it against both equations. 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 explanation says the solution 'lives on BOTH lines'. This practices, by choice, Arizona's sentence that a solution is the crossing point because it satisfies both equations at once. With Writing Coach on (a district-enabled paid feature), the child also writes why a crossing point solves both equations. By inspection, the child picks 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 written in y = mx + b form, never like 3x + 2y = 5. In every solve and graph item the second line is y = x + c. Every solution is a whole-number point, so it is read exactly, never estimated. The no-solution and infinitely-many cases are never graphed. No word problem leads to two equations in two variables. The nearest item is the equations Level 8 two-gym question (after how many months do they cost the same?), which is picked and solved as one equation. (18OCT2026 Arizona build) Blocking clause: estimate solutions by graphing the equations including cases of no solution and infinite number of solutions ... Solve mathematical problems and problems in real-world context leading to two linear equations in two variables. |
| 8.F.A.1 | PARTIAL | functionsQ L1 Three (input, output) pairs are listed with the question 'Is this a function?'. The choices are a yes (each input has one output), the right no (one input has two outputs), a 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 from both sides, in English and Spanish. Three (input, output) pairs are listed with 'Is this a function?', and both cases are dealt. When the pairs are a function, the main wrong answer is the legal case of two inputs sharing an output. When they are not, the key is that one input has two outputs. Each option comes in three wordings of different lengths, so length does not mark the key. Arizona'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. At functions Level 5 the child plots ordered pairs to build graphs, but no item there calls the pairs inputs and outputs or asks whether the graph shows a function. No function notation is used, which Arizona says is not required in Grade 8. (18OCT2026 Arizona build) Blocking clause: The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. |
| 8.F.A.2 | PARTIAL | functionsQ L2; functionsQ L5 form 4 At Level 2, Function A is given as y = m₁x + b₁ and Function 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 Level 5, 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, which is Arizona's own example. 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 determine 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 and crossing points are never compared, and a verbal description is never one of the two representations. (18OCT2026 Arizona 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.A.3 | PARTIAL | functionsQ L3 (table: linear or not); qualitativeGraphQ linear/nonlinear form (functions L3) Given a three-row table that is either linear (a constant step of +m) or x² + b (growing jumps), the child picks an answer to '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 and asks 'LINEAR or NONLINEAR?'. The graph is either the line from (0, 0) to (4, 8) or the curve through (0, 0), (1, 1), (2, 4), (3, 9), the points of Arizona's own A = s² example. The nonlinear case is always x² (+ b). The child never gives an example of a function that is not linear. No item shows an equation y = mx + b and asks whether it is linear or what its graph looks like. (18OCT2026 Arizona 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.B.4 | PARTIAL | functionsQ L4 kayak; functionsQ L5 forms 0-2; twoVarRelationQ table write (equations L6, Grade 6); expressionsQ L3 ticket-cost write (Grade 6); 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 how much y rises per step of 1 and where the line crosses the y-axis 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 models 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, so the rate and the starting value come from a 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 linear function y = mx + b for a situation. None gives two (x, y) values and asks for the rate of change or the initial value. At functions Level 5 the child plots listed points, with (0, b) among them, and picks the rise per step of 1 and the y-axis crossing from three numbers. Picking the rise per step of 1 is the closest practice of tracking how the two quantities change together. 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, 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. (18OCT2026 Arizona build) Blocking clause: Given a description of a situation, generate 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.B.5 | PARTIAL | qualitativeGraphQ (functions L3, about one L3 item in three) A drawn distance-from-home line graph is shown: rising, then flat, then falling back to 0 or rising again. 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. |
At functions Level 3, about one item in three shows a drawn distance-from-home line graph. The graph rises, runs flat, then falls back to 0 or rises again. The child picks the story it tells from three (walked out, rested, then walked home or kept going, against 'walked faster and faster without stopping'). Or the child picks the interval when the walker stood still. Both practice reading where the graph increases, decreases or stays level. A third form asks whether a drawn graph is linear or nonlinear. The child analyzes the graph but never describes the relationship in their own words; every answer is a choice. The sketch sentence is not practiced. No item gives a verbal description and has the child sketch a graph, and the tap grid only plots points the prompt lists. Every journey graph is a walk at steady speeds. (18OCT2026 Arizona build) Blocking clause: Sketch a graph that exhibits the qualitative features of a function that has been described verbally. |
| 8.G.A.1 | PARTIAL | transformationsQ (coordinate-grid L6) kind 0 translation, kind 1 reflection-identify, kind 2 congruent branch; similarityOrientationQ orientation form; Writing Coach explain xp-rigid-sequence (Writing-Coach-only) Multiple choice from three options, English and Spanish, no figure or grid drawn. 'The point (3, 5) is translated 2 right and 4 down. Where does it land?' (three coordinate pairs). 'Which transformation carries (4, 6) to (-4, 6)?' (or to (4, -6)): reflection across the y-axis, 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 triangle with vertices A-B-C running clockwise is transformed and A'-B'-C' now runs COUNTERCLOCKWISE. Which transformation could it be?' with the answer 'a reflection - it reverses orientation' (a rotation and a translation are the wrong answers). Writing Coach only: the student describes a rigid sequence that carries Triangle A onto Triangle B and says why they are congruent. ▶ Play a live item from this skill |
At coordinate-grid level 6 the child works with single points, not figures. Items are multiple choice in English and Spanish, with no figure or grid drawn. 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). 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 rigid motions move a figure without stretching it. A separate item has the child pick a reflection as the transformation that turns a clockwise A-B-C counterclockwise; a rotation appears there only as a wrong answer. With Writing Coach on (a district-enabled paid feature: a paid plan or a live school sponsorship, with the district switch on), one fixed prompt sometimes has the student describe rigid transformations that carry one triangle onto another. The AI reviewer looks for the statement that rigid transformations keep side lengths and angles. The student states that fact in writing but does not verify it, and this is Writing-Coach-only evidence. Not practiced: 'Verify experimentally the properties of rotations, reflections, and translations.' No item has the child experiment with a figure, and no Grade 6-8 item applies a rotation. No item asks the child to check any listed property: that lines are taken to lines, that line segments are taken to line segments of the same length, that angles are taken to angles of the same measure, or that parallel lines are taken to parallel lines. (18OCT2026 Arizona build) Blocking clause: Verify experimentally the properties of rotations, reflections, and translations. |
| 8.G.A.2 | PARTIAL | transformationsQ (coordinate-grid L6) kind 2 congruent branch and kind 1 reflection-identify; Writing Coach explain xp-rigid-sequence (Writing-Coach-only) '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' over 'similar but NOT congruent' and 'no relation - the transformation DISTORTS its shape'. 'Which transformation carries (x, y) to (-x, y)?' (or to (x, -y)). Multiple choice, English and Spanish, no figure. 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 that carries A onto B and says why the triangles are congruent, and an AI reviewer judges it against a two-line rubric. ▶ Play a live item from this skill |
Coordinate-grid level 6 asks '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' over 'similar but not congruent' and 'no relation', and the explanation names reflections, rotations and translations as rigid motions. The same level asks which single transformation carries a point (x, y) to (-x, y) or (x, -y). Both items are multiple choice in English and Spanish, with no figure drawn. With Writing Coach on (a district-enabled paid feature: a paid plan or a live school sponsorship, with the district switch on), the student is sometimes given 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 that carries A onto B and says why the triangles are congruent, and an AI reviewer checks the answer against a rubric. This is one fixed prompt, with at most one explain item per round. That is Writing-Coach-only evidence, so the row stays PARTIAL. Without Writing Coach, 'given two congruent figures, describe a sequence that demonstrates congruence' is not practiced. No item has the child carry one figure onto another: only single points move, and no Grade 6-8 item applies a rotation. (18OCT2026 Arizona build) Blocking clause: given two congruent figures, describe a sequence that demonstrates congruence |
| 8.G.A.3 | PARTIAL | transformationsQ (coordinate-grid L6) kinds 0-2; Writing Coach explain xp-rigid-sequence / xp-similar-sequence (Writing-Coach-only) 'The point (3, 5) is translated 2 right and 4 down. Where does it land?', 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. Multiple choice, English and Spanish, no grid. With Writing Coach on, the student writes the sequence that carries one coordinate-given figure onto another (two fixed prompts). ▶ 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). The child also 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, and a reflection across an axis changes the sign of one coordinate. These items 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, 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. The dilation item ('A figure is dilated by a factor of 3. How does it relate to the original?') classifies the image as similar but not congruent, and it uses no coordinates. With Writing Coach on (a district-enabled paid feature), 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 that carries one figure onto the other, and an AI reviewer judges it against a rubric. These are two fixed prompts, at most one per round, so this is Writing-Coach-only evidence. Not practiced: no Grade 6-8 item puts a rotation in coordinates, and no item applies a dilation to coordinates. The child moves single points rather than two-dimensional figures, and outside Writing Coach the child picks a choice instead of describing. So 'Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates' is met only in part. (18OCT2026 Arizona build; note refreshed 31OCT2026) Blocking clause: Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. |
| 8.G.A.4 | PARTIAL | transformationsQ (coordinate-grid L6) kind 2 dilation branch; similarityOrientationQ similar-sides form; Writing Coach explain xp-similar-sequence (Writing-Coach-only) '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 into a new shape'. '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). Multiple choice, English and Spanish, no figure. 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 uses the scale factor to find a missing side of two similar triangles ('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?', answer 21). Both are multiple choice in English and Spanish, with no figure drawn. With Writing Coach on (a district-enabled paid feature: 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. An AI reviewer checks for a dilation by 2, a translation, and same shape with proportional sides. This is one fixed prompt, at most one explain item per round, so it is Writing-Coach-only evidence. Otherwise 'given two similar two-dimensional figures, describe a sequence that demonstrates similarity' is not practiced. No item has the child obtain one figure from another by a sequence of rotations, reflections, translations, and dilations, and no Grade 6-8 item applies a rotation. (18OCT2026 Arizona build) Blocking clause: given two similar two-dimensional figures, describe a sequence that demonstrates similarity |
| 8.G.A.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 transversal item's answer is always the given angle, with its supplement as a foil. All are multiple choice with no figure, in English and Spanish. ▶ Play a live item from this skill |
Geometry level 10 has the child compute with three of the facts Arizona names, in multiple choice with no figure, in English and Spanish. 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 two parallel lines. That last item always asks for an angle equal to the one given, so its answer is the number printed in the question. Not practiced: 'Use informal arguments to establish facts'. The child never builds an argument, such as arranging three copies of the same triangle so the angles form a line, or reasoning with transversals. The explanations state the reason only after the answer. The angle-angle criterion for similarity of triangles does not appear anywhere in the Grade 6-8 content. (18OCT2026 Arizona build) Blocking clause: Use informal arguments to establish facts |
| 8.G.B.6 | FULL | g8GeomKnowledgeQ form 1 (geometry L10): squares-proof item and converse item; geometryG8Q kind 0 (theorem used to find a hypotenuse or a leg) '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 'the length of the hypotenuse equals the SUM of the lengths of the two legs' and 'the area of the square on the hypotenuse equals the area on the LONGER leg'. '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. The same level asks for a hypotenuse from two legs or a leg from the hypotenuse. Multiple choice, English and Spanish, no figure. |
Geometry level 10 has two items on the theorem and its converse, in English and Spanish. One fixed item asks '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'. The two wrong statements are the hypotenuse's length equalling the two legs' lengths added and the hypotenuse square equalling only the longer leg's square. 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 triangles are true Pythagorean triples and half have one side off by one, so the child has to square the sides and compare. The choices are yes, no and 'it cannot be decided from the sides alone'. The same level also has the child use the theorem to find a hypotenuse from two legs, or a missing leg from the hypotenuse and the other leg. As built: answers are chosen from three options, and no figure is drawn. The triangles are built on seven whole-number triples, and there is one fixed proof question. The child never writes, explains or puts in order the steps of a proof; Arizona's statement asks the child to understand the theorem and its converse, not to explain a proof. Each of the two items is about one geometry L10 question in thirty. (18OCT2026 Arizona build) |
| 8.G.B.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, English and Spanish. ▶ 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?'). The legs' sum is a wrong answer in every find-a-leg item and in about two of three find-the-hypotenuse items, the explanation works out a² + b² = c², and the items are in English and Spanish. A coordinate-distance item at the same level also applies the theorem in the plane. Limits: the sides always come from seven whole-number 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 context. No item applies the theorem in three dimensions: the only slant height, in the square-pyramid surface-area item, is given, never found. Not practiced: the real-world-context and three-dimension parts of 'in real-world context and mathematical problems in two and three dimensions'. (18OCT2026 Arizona build) Blocking clause: in real-world context and mathematical problems in two and three dimensions |
| 8.G.B.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 with 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. (18OCT2026 Arizona build) |
| 8.G.C.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 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 use the volume formulas for all three solids Arizona names, with answers exact in π. Cylinder: 'A cylinder has radius 4 and height 5. What is its volume, in terms of π?' (80π, against 40π, which mistakes the circle's area for its circumference). Cone: 'A cone has radius 3 and height 6...' (18π, with the whole cylinder, 54π, as a wrong answer). Sphere: 'A sphere has radius 3...' (36π). The explanations state V = πr²h, describe a cone as one third of the cylinder that encloses it ('three cones of water fill the cylinder exactly'), and state V = (4/3)πr³. Each form is roughly one volume L6 question in five, in English and Spanish. Limits: Arizona asks for the formulas to be used to solve real-world context 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. No item asks the child which formula fits a solid, and where the formulas come from is explained, not asked. Not practiced: 'use them to solve real-world context ... problems'. (18OCT2026 Arizona build) Blocking clause: use them to solve real-world context ... problems |
| 8.SP.A.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. TapGrid scores the exact set of points. The follow-up asks "Now read YOUR plot: what pattern of association do the points show?" and the child picks positive, negative or no association. Interpret: a shown eight-point plot asks "What pattern of association do the points show?" (picked). Plain mode lists the pairs and the association is picked. There are 12 contexts: 4 rising, 4 falling and 4 patternless. English and Spanish. ▶ Play a live item from this skill |
Data & Statistics Level 8 serves scatter plots on a tap grid in English and Spanish, with 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 answers "Now read YOUR plot: what pattern of association do the points show?" This is about two Level 8 items in five. To interpret, a shown eight-point plot asks "What pattern of association do the points show?", and the child picks positive, negative or no association. In plain mode, used for printed sheets and placement, the pairs are listed and the association is picked. Not practiced: the point clouds only rise in a straight line, fall in a straight line, or show no pattern. So clustering, outliers and nonlinear association never appear, and the child is never asked whether an association is linear. The child picks a pattern from three given descriptions and never describes it. The unpracticed clause is 'describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association'. (18OCT2026 Arizona build) Blocking clause: describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association |
| 8.SP.A.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 the grid diagonal (0,0)-(9,9) or (0,9)-(9,0). A second form says "The orange line models the data. What does its slope tell you?" and the child picks 'each extra 1 of x brings ABOUT 1 more/less y'. Each form is about one L8 item in nine, trend contexts only. Picked. English and Spanish. ▶ Play a live item from this skill |
In Data & 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, which is a named misconception. A second form draws a model line ('The orange line models the data') and asks what its slope says in context. That form shows a straight line used to model the relationship between two quantitative variables. Each form is about one Level 8 item in nine, and both are in English and Spanish. Not practiced: 'informally fit a straight line'. The line drawn is always one of the grid's two diagonals, and the child never places one. Also not practiced: 'informally assess the model fit by judging the closeness of the data points to the line'. Fit is judged only by whether the line runs with or against the trend, never by how close the points lie to it. (18OCT2026 Arizona 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.A.3 | PARTIAL | functionsQ L4 (kayak-rental item; xInterceptQ); statisticsQ L8 -> scatterQ kind 2 model-line form; Writing Coach xp-linear-params (functions L2-4) 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 of each hour, or the maximum hours, and either number can be the one asked about. xInterceptQ asks "Savings: y = 24 - 4x (dollars after x weeks). 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?", where the child picks "each extra 1 of hours of sleep brings ABOUT 1 more energy rating". Picked. English and Spanish. With Writing Coach on, the child writes an explanation of the 40 and the 60 in y = 40x + 60. ▶ 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. For example: "A kayak rental costs y = 15x + 20 dollars for x hours. What does the 20 represent?" The choices are the starting cost, the cost of each hour, or a maximum number of hours, and either number can be the one asked about. The child also finds where a savings rule such as y = 24 - 4x crosses the x-axis and what that point means. These are fixed pricing and spending rules, not models fitted to measured bivariate data. A model of data appears only in Data & 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 intercept is never asked. With Writing Coach on (a district-enabled paid feature), Functions Levels 2-4 can ask the child to explain the 40 and the 60 in a plumber's y = 40x + 60, which is again a fixed rule. English and Spanish. Not practiced: 'Use the equation of a linear model to solve problems in the context of bivariate measurement data'. No item uses a fitted model's equation to predict or solve, and the intercept of a model of data is never interpreted. (18OCT2026 Arizona build) Blocking clause: Use the equation of a linear model to solve problems in the context of bivariate measurement data |
| 8.SP.A.4 | PARTIAL | statisticsQ L7 -> twoWayTableQ kinds 0-7; Writing Coach explain xp-association (same entry point) A filled two-way table of counts is shown: "Two-way table - class survey", with rows Owns bike / No bike and columns Plays sport / No sport. Picked: the grand total; the bike-AND-sport cell; the neither cell; a row total; a column total; 'Among the bike owners, which is more common?'; "Of the students WHO OWN a bike, what fraction plays a sport?" (row denominator, with the total and column denominators as wrong answers); "Of the students WHO PLAY a sport, what fraction owns a bike?" (column denominator). With Writing Coach on, the child writes a response to one fixed prompt describing the possible association between having a pet and walking daily (30 of 40 against 10 of 40). English and Spanish. ▶ Play a live item from this skill |
In Data & Statistics Level 7 the child reads a filled two-way table from a class survey. The rows are Owns bike / No bike and the columns are Plays sport / No sport, and the table shows counts only. The child picks the grand total, the bike-AND-sport cell, the neither cell, a row total, a column total, or which is more common within the bike row. The child also finds a relative frequency for one row or one column: "Of the students WHO OWN a bike, what fraction plays a sport?" or "Of the students WHO PLAY a sport, what fraction owns a bike?" The other denominators are the wrong answers. These two relative-frequency forms are about one Level 7 item in four. English and Spanish. Every answer is picked. Not practiced: the table always arrives filled in, so the child never constructs a two-way table from data. Relative frequencies are never displayed in a table. No picked item compares relative frequencies across rows or columns to describe possible association. The only association item is a Writing Coach prompt (a district-enabled paid feature): "Describe the possible association between having a pet and walking daily, using the numbers" (30 of 40 against 10 of 40). That is one fixed prompt and counts only as Writing Coach evidence, so it does not lift this row. The unpracticed clauses are the construct half of 'Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects' and 'Use relative frequencies calculated for rows or columns to describe possible association between the two variables'. (18OCT2026 Arizona build) Blocking clause: Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects; Use relative frequencies calculated for rows or columns to describe possible association between the two variables |
| 8.SP.B.5 | PARTIAL | probabilityQ L6 -> probabilityG7Q L6 (kind6 0 two-coin; kind6 2 coin-and-die probability and OutcomeTable tap form; kind6 1 spinner-and-die count); probabilityG7Q L5 k5 2 simulation-device judgment Picked: "You flip TWO fair coins. What is P(two heads)?" (1/4, with wrong answers such as 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/(2n) for a 6-, 8- or 10-sided die, with wrong answers such as 1/n and 1/2). Tapped: on a drawn 2 x 6 coin-and-die sample-space table, "tap EVERY outcome in the event 'heads AND an even number' / 'tails AND a number greater than 4' / 'heads AND a prime number'", scored on the exact set. Picked: "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). At L5 the child picks which device models a stated chance, for example 'a 1-in-8 chance' leads to 'flip three coins; three heads counts'. English and Spanish. |
Arizona places compound probability in grade 8 and writes it as five sentences. Chance & Probability Level 6 deals four compound-event forms in English and Spanish. The child finds a compound probability as a fraction of the sample space: "You flip TWO fair coins. What is P(two heads)?" (1/4). The wrong answers are 1/2 and the equally-likely-counts 1/3, and in about half of practice-session draws the 1/3 is replaced by the nearby fraction 1/5. Another item asks "You flip a coin and roll an 8-sided die. What is P(heads AND rolling a 5)?" (1/16). In a third form a 2 x 6 coin-and-die sample-space table is drawn on screen. 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') and is scored on the exact set. That practices 'Identify the outcomes in the sample space which compose the event', in about one Level 6 item in six, with three events and one setting. It does not appear in plain multiple-choice rounds such as printed sheets and the placement test, and it does not ask for the probability. A fourth form counts a spinner-and-die sample space (3 colors and a 4-sided die make 12). Not practiced: 'Represent sample spaces for compound events using organized lists, tables, tree diagrams and other methods'. The table is always drawn for the child, and no item has the child build a list, table or tree. The first sentence's 'using organized lists, tables, tree diagrams, and simulation' is also unpracticed, because no item has the child find a probability from a list, table, tree diagram or simulation. An outcome list (HH, HT, TH, TT) appears only in an explanation, and a tree diagram is only named in one. Also not practiced: 'Design and use a simulation to generate frequencies for compound events'. The only simulation item, at Level 5, has the child pick which device models a stated chance, such as three coins for a 1-in-8 chance. Nothing is run and no frequencies are generated. Every compound-event probability the child is asked to find is a single outcome out of the sample space (1/4, or 1/(2n) for a coin and an n-sided die). (18OCT2026 Arizona build) Blocking clause: Represent sample spaces for compound events using organized lists, tables, tree diagrams and other methods; Design and use a simulation to generate frequencies for compound events |
| Code | Verdict | Evidence (generator · forms) | Notes |
|---|---|---|---|
| 6.RL.1 | PARTIAL | comprehensionSaplingQ L6 (p6-secondlap items 2 and 4, p6-static item 2, p6-lanterngirl item 2); Writing Coach wp-six-analyze (Writing Coach only) 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. With Writing Coach on, the child writes a paragraph naming the theme of a story they choose and defending it with two specific moments. ▶ 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 school bells, octopus). 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, and a clause met only through Writing Coach is not marked FULL. Unpracticed: 'Cite textual evidence to support analysis'. (18OCT2026 Arizona build; note refreshed 31OCT2026) Blocking clause: Cite textual evidence to support analysis |
| 6.RL.2 | PARTIAL | comprehensionSaplingQ L6 (p6-secondlap items 1 and 6, p6-static item 5); Writing Coach wp-six-analyze (Writing Coach only) '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 moral ('Never give up…'), a single detail or an invented event. All are 3-option picks. With Writing Coach on, the child writes how two moments of a chosen story show its theme. ▶ 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 is conveyed through particular details is explained to the child only after they answer; no item asks for it. 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'. On 'The Second Lap' one wrong option is a moral ('Never give up, even when a race seems lost…'), so the child does reject a judgment in favour of a retelling, but only by recognizing it. 'Provide a summary' is never produced: no item or writing prompt asks the child to summarize in their own words. With Writing Coach on (a district-enabled paid feature), the child explains how two moments of a story they choose show its theme, but that story is not one read in the app, no prompt asks for a summary, and Writing Coach evidence alone is not marked FULL. Unpracticed: 'how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments'. (18OCT2026 Arizona build; note refreshed 31OCT2026) Blocking clause: how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments |
| 6.RL.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 toward its resolution 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'. (18OCT2026 Arizona build; note refreshed 31OCT2026) Blocking clause: Describe how a particular story’s or drama’s plot unfolds in a series of episodes |
| 6.RL.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 they are 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, while Arizona asks for meanings 'as they are used in a text'. Held PARTIAL: the figurative half is practiced, but connotative meaning in a text is not, and the impact of word choice on meaning and tone rests on one fixed three-option item. (18OCT2026 Arizona build) Blocking clause: including figurative and connotative meanings |
| 6.RL.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 how a particular sentence fits into the overall structure of a story 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, which builds the theme and the plot's turn. In 'Static', the closing silence reverses the noisy opening, a question about the shape of the whole story. In 'The Lantern Schedule', the closing line about electric bulbs 'in every room' builds the 1911 setting by contrast. All three are 3-option picks. The generator picks one of twelve passages and then one of its questions, so these three come up about one time in seventeen Grade-6 reading-comprehension questions, in English and Spanish. Arizona's wording is the Kansas statement this verdict held on, word for word apart from commas. Alaska's version, where it also held, is broader: it adds 'characters'. Weakness: Arizona'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. (18OCT2026 Arizona build; note refreshed 31OCT2026) |
| 6.RL.6 | PARTIAL | comprehensionSaplingQ L6 (p6-static item 1) "From whose point of view is the story told, and why does that matter?" The child picks 'The skeptical sibling's — so the reader feels the annoyance turn into wonder' over the brother's and a scientist's point of view. 3-option pick. ▶ Play a live item from this skill |
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 into wonder. The child picks why the point of view matters, not how the author builds it (the first-person inner voice, the details the narrator notices), and 'explain' is met only by choosing. This one item comes up about once in 60 Grade-6 reading questions. Arizona's statement has no author's-purpose clause, so the purpose items used for Alaska are not counted here. Unpracticed: 'Explain how an author develops the point of view of the narrator or speaker in a text'. (18OCT2026 Arizona build; note refreshed 31OCT2026) Blocking clause: Explain how an author develops the point of view of the narrator or speaker in a text |
| 6.RL.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. (18OCT2026 Arizona 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 |
| 6.RL.8 | NOT COVERED | — | Arizona's own statement for 6.RL.8 is '(Not applicable to literature)'. It is a placeholder slot: evaluating an argument has no literature twin and sits at 6.RI.8. There is nothing to practice and nothing is claimed. Leave this row out of any coverage percentage. (18OCT2026 Arizona build) |
| 6.RL.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, so 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 Arizona'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'. (18OCT2026 Arizona build; note refreshed 31OCT2026) Blocking clause: in terms of their approaches to similar themes and topics |
| 6.RL.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, in English or Spanish. The passage is not narrated automatically (the source marks it passageSelfRead: reading it yourself is the task), though an optional 'Read to me' button is there. ▶ Play a live item from this skill |
Arizona's 6.RL.10 is the range-of-reading standard. The Kansas row this was seeded from cites grammar sentences, which do not apply here and are not used. What the child does practice: at level 6 the child reads a short Grade-6 story independently and answers comprehension questions about it, in English or Spanish. The stories run 99 to 162 words, and the passage is not read aloud 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 drama, no poem and no longer work. The generator attaches no qualitative or quantitative complexity measure to the passages, and a practice app cannot show reading proficiency 'by the end of the year'. Unpracticed: 'including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 6'. (18OCT2026 Arizona build; note refreshed 31OCT2026) Blocking clause: including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 6 |
| 6.RI.1 | PARTIAL | comprehensionSaplingQ L6 (p6-octopus items 2, 5; p6-quiet items 2, 3; p6-ponyexpress item 4); writingCoachQ L4 wp-six-analyze-b (Writing Coach only) The child reads a Grade-6 informational passage on their own (it is not read aloud) and picks one of three options. Evidence items: 'Which detail supports the claim that the disguise happens fast?' (the wrong options are true details that support other points); 'Which piece of evidence SUPPORTS the claim?' and 'Which claim is NOT supported with evidence?' 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? What about its TIME explains it?' In the Writing Coach (district-enabled), one Grade-6 prompt asks for a typed paragraph that states the main idea of an informational text the child read this year and backs it with two specific details from that text. ▶ 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'. A district that switched to a three-note chime and reported calmer passing periods supports the Quiet Hallways claim. The child also picks the one claim in that passage that has no evidence behind it. Inferences are asked too (why two of the octopus's hearts serve its 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. Held PARTIAL on 'as well as inferences drawn from the text': no item asks the child to pick or cite the evidence for an inference, and in the reading items the child selects evidence rather than citing it. Writing Coach only (a district-enabled paid feature scored by an AI judge): one Grade-6 prompt asks the child to back the main idea of an informational text they read this year with two specific details. The child picks that text outside the app, so the judge cannot check the details against it. (18OCT2026 Arizona build) Blocking clause: as well as inferences drawn from the text |
| 6.RI.2 | PARTIAL | comprehensionSaplingQ L6 (p6-octopus items 1, 6); writingCoachQ L4 wp-six-analyze-b (Writing Coach only) Two items on the octopus passage, each picked from three options. 'What is the central idea of the passage?' The answer is 'The octopus packs remarkable, unusual abilities into a short 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?' The answer is a whole-passage summary; the wrong options are a summary of one detail (the blue blood) and a claim the text never makes. In the Writing Coach (district-enabled), one Grade-6 prompt asks for a typed paragraph that states the main idea of an informational text and explains what two details show. ▶ Play a live item from this skill |
The child picks the central idea of an informational text: on the octopus passage, the answer is that the octopus packs remarkable, unusual abilities into a short life. The child also picks the best summary of the same passage from three options. Held PARTIAL on 'provide a summary of the text distinct from personal opinions or judgments': the summary is chosen and never written. How the central idea is conveyed through particular details (camouflage, blue blood, three hearts, a brief life) is described in the explanation shown after the answer; no reading item asks the child for it. 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). Writing Coach only (a district-enabled paid feature scored by an AI judge): one Grade-6 prompt asks the child to state the main idea of an informational text they read this year and back it with two specific details, 'explaining what each one shows'. The child picks that text outside the app. (18OCT2026 Arizona build; note refreshed 31OCT2026) Blocking clause: provide a summary of the text distinct from personal opinions or judgments |
| 6.RI.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?' The answer is to build the case that the octopus is deeply unusual; the wrong options are a warning to divers and how the camouflage works. 'Why does the author mention factory shifts?' The answer is to show the bell is a leftover habit, not a choice made for children; the wrong options are factory noise and cost. ▶ Play a live item from this skill |
How an idea is developed is asked directly. One item asks why the octopus passage mentions blue blood: after 'The disguise is only the start of its strangeness', it is the next piece of the case that the animal is unusual. Another asks why the Quiet Hallways author mentions factory shifts: to show the bell is a leftover habit, not a choice made for children. Held PARTIAL: no audited item asks how an individual, event, or 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. (18OCT2026 Arizona build; note refreshed 31OCT2026) Blocking clause: how a key individual, event, or idea is introduced, illustrated, and developed in a text (e.g., through examples or anecdotes) |
| 6.RI.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 right 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 is that a new technology, not a rival service, ended the Pony Express; the wrong options read the wire literally, as a blocking fence or a finish line. ▶ Play a live item from this skill |
A 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'). A 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 (such as thrifty and stingy) are standalone items in the separate Vocabulary skill, not words in a text. Each of the two items here is a single fixed question. (18OCT2026 Arizona build) Blocking clause: including figurative, connotative, and technical meanings |
| 6.RI.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?' From three options, the child picks 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. The Quiet Hallways author mentions factory shifts to show the bell is a leftover habit, not a choice made for children. The octopus passage mentions 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. Both items are also the evidence for 6.RI.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. (18OCT2026 Arizona build; note refreshed 31OCT2026) Blocking clause: fits into the overall structure of a text |
| 6.RI.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 versus neutral and factual). Why the octopus author mentions blue blood. ▶ 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 on 'explain how it is conveyed in the text': the child picks answers, and the explanation of how purpose and point of view come through (for example, the journal calling the returning light 'rude') is shown to them afterward. (18OCT2026 Arizona build) Blocking clause: explain how it is conveyed in the text |
| 6.RI.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, because the text says 'a month'). Item 2: 'What does the chart's telegraph bar show that the text states in words?' Both are 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 has to combine it with the words. '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 comes from the chart, while the text says only 'a month'. A second item asks what the telegraph bar shows that the text states in words. This is a visual, quantitative format, the kind Arizona's example names. Held PARTIAL on 'Integrate information presented in different media or formats': this is one chart on one passage, in two fixed items. No other format or medium (map, timeline, photograph, audio, or video) appears in any Grade-6 reading item. (18OCT2026 Arizona build) Blocking clause: Integrate information presented in different media or formats |
| 6.RI.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?' (the answer is '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. 'Distinguishing claims that are supported by reasons and evidence from claims that are not' is asked directly. Held PARTIAL on 'Trace and evaluate the argument and specific claims in a text': at audit every item sat on one short argument passage (four fixed 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'). 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. (18OCT2026 Arizona build; note refreshed 31OCT2026) Blocking clause: Trace and evaluate the argument and specific claims in a text |
| 6.RI.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 power 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 how the two differ in purpose and tone, which detail both report (the power came back around sunrise), and what only the news brief tells (about 4,000 homes lost power). Held PARTIAL: at audit the practice was one pair of short texts with four fixed items, so the child saw no other pair of authors presenting events. 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. The row stays at its audited verdict until a refute-first two-auditor re-check counts the new items. Each comparison is picked from three options and never stated in the child's own words. (18OCT2026 Arizona build; note refreshed 31OCT2026) Blocking clause: Compare and contrast one author's presentation of events with that of another author |
| 6.RI.10 | PARTIAL | comprehensionSaplingQ L6 (p6-ponyexpress, p6-octopus, p6-quiet, p6-storm; passageSelfRead: true) The child reads a short Grade-6 nonfiction passage on their own (it is not read aloud automatically) and answers one picked question on it per deal; each passage has 4 to 6 questions. 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. A practice app cannot show that a child reads proficiently and independently 'by the end of the year'. Held PARTIAL: each text runs about 100 to 160 words, well short of full-length grade-6 nonfiction, and the set is eight passages, not a year's range of reading. Nothing places the texts 'in a text complexity range determined by qualitative and quantitative measures appropriate to grade 6'. (18OCT2026 Arizona build; note refreshed 31OCT2026) Blocking clause: in a text complexity range determined by qualitative and quantitative measures appropriate to grade 6 |
| 6.W.1 | PARTIAL | writingCoachQ L4 (Writing Coach) -> WRITE_PROMPTS wp-six-argument + wp-six-argument-b, served in WriteBox The child types an argument paragraph (at least 250 characters, 700-character cap) on one of two fixed topics: a later school start, or 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'. The grader passes the paragraph only when every rubric line is met; a failing first draft gets one revision. |
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, and the rubric is shown above the box. Introducing a claim: 'A clear, arguable claim' is graded on both prompts. No rubric line grades organizing the reasons and evidence. Reasons and evidence: 'Two distinct pieces of evidence or reasoning' is graded on both prompts. No source is supplied, so the child argues from experience and never uses credible sources or shows an understanding of a text. Linking words: 'Cohesive words (because, therefore, however) link claim to reasons' is graded on the phones prompt only. Formal style: 'Formal style — no slang, no chatty asides' is graded on the school-start prompt only, across one paragraph. Conclusion: '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. (18OCT2026 Arizona build) Blocking clause: using credible sources and demonstrating an understanding of the topic or text |
| 6.W.2 | PARTIAL | writingCoachQ L4 (Writing Coach) -> WRITE_PROMPTS wp-six-inform + wp-six-inform-b, 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. 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. The plain text box cannot hold headings, charts, tables or multimedia. 'Three or more precise steps or facts', or the similarities and differences, develop the topic; quotations and definitions are never asked for. The compare prompt asks for transitions and grades 'Transition words connect the points'. Precise language, domain-specific vocabulary and formal style share one rubric line on the explain prompt only: 'Domain-specific words used correctly, in a formal style'. 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, so there is no selection or analysis of content from sources. 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. (18OCT2026 Arizona build) Blocking clause: include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension |
| 6.W.3 | PARTIAL | writingCoachQ L4 (Writing Coach) -> WRITE_PROMPTS wp-six-narrative + wp-six-narrative-b, 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. 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. Dialogue (both prompts), pacing ('the key moment gets the most words', first prompt only) and description are each graded. 'At least two transition words moving time forward' is graded on the second prompt only; shifts from one setting to another, and a variety of transition phrases and clauses, are never asked for. 'Sensory or concrete detail, not labels' accepts concrete detail, so sensory language itself is never required. '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, 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. (18OCT2026 Arizona build) Blocking clause: Engage and orient the reader by establishing a context |
| 6.W.4 | PARTIAL | writingCoachQ L4 (Writing Coach) -> WRITE_PROMPTS wp-six-argument/-b, wp-six-inform/-b, wp-six-narrative/-b, wp-six-analyze/-b 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. (18OCT2026 Arizona build) Blocking clause: appropriate to task, purpose, and audience |
| 6.W.5 | PARTIAL | WriteBox try-again flow (one revision invited after a failing draft) + WRITE_FEEDBACK grow lines (older-writer wording), Writing Coach L4 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. (18OCT2026 Arizona build) Blocking clause: With some guidance and support from peers and adults |
| 6.W.6 | PARTIAL | WriteBox (typed production for every Writing Coach prompt), writingCoachQ L4 Every Grade-6 Writing Coach answer is typed on a keyboard or touchscreen into a text box (250-280 character minimum, 700-character cap) in one sitting and sent to the online grader. |
The child uses technology to type writing: every Grade-6 Writing Coach answer is a typed paragraph or scene of at least 250 characters (up to 700), completed in one sitting and graded by an online service. Typing a full paragraph practices Arizona's keyboarding clause, 'sufficient command of keyboarding skills to complete a writing task in a single sitting'. 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. (18OCT2026 Arizona build) Blocking clause: publish writing as well as to interact and collaborate with others |
| 6.W.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. (18OCT2026 Arizona build) Blocking clause: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. |
| 6.W.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 while avoiding plagiarism, or give bibliographic information. The Grade-6 argument prompts supply no sources, so the child argues from experience. The informational-text analysis prompt asks for two details from one text the child read, with no attribution or source information; that work is credited to 6.W.9 and not stretched here. (18OCT2026 Arizona 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. |
| 6.W.9 | PARTIAL | writingCoachQ L4 (Writing Coach) -> WRITE_PROMPTS wp-six-analyze + wp-six-analyze-b, 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, the child names a story's theme and defends it with two specific moments. For informational text and nonfiction, the child states the main idea of an article, chapter or guide and backs it with two specific details. In both, the child explains how each piece of evidence supports the point, so Arizona's two 'Apply grade 6 Reading standards' sentences each get one prompt. Held PARTIAL. The text is one the child chose outside the app, so the evidence cannot be checked against it. Reflection and research are never asked for. Grade-6 Reading does have the child pick which claim in 'The Case for Quiet Hallways' is not supported, but that is a chosen answer, not writing. 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. (18OCT2026 Arizona build) Blocking clause: reflection, and research |
| 6.W.10 | PARTIAL | writingCoachQ L4 -> WRITE_PROMPTS wp-six-* (8 prompts, Writing Coach) + EXPLAIN_PROMPTS xp-* via explainQ/maybeExplain inside 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 occasionally types a short explanation 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 discipline 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. (18OCT2026 Arizona build) Blocking clause: over extended time frames (time for research, reflection, and revision) |
| 6.SL.1 | NOT COVERED | — | Not practiced. The app offers no peer, group or teacher-led discussion, so the child never prepares for, follows rules in, sets goals or roles for, poses or answers questions in, or reviews a discussion. The two-player Acorn Duel is a turn-taking quiz on one device, not a discussion. (18OCT2026 Arizona build) Blocking clause: Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners |
| 6.SL.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 an oral source; listening items deal only at the early comprehension levels, and Grade-6 passages are set to be read, not narrated. 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. (18OCT2026 Arizona build) Blocking clause: diverse media and formats (e.g., visually, quantitatively, and orally) and explain how it contributes to a topic, text, or issue under study |
| 6.SL.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; no speaker delivers it. 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. (18OCT2026 Arizona 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. |
| 6.SL.4 | NOT COVERED | — | Not practiced. The child never presents claims or findings to an audience, so eye contact, volume and pronunciation in a presentation are never practiced. The app's speaking features are early-grade checks and oral reading of a printed decodable passage; none is a presentation. The written argument prompts are credited to 6.W.1, not stretched here. (18OCT2026 Arizona 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. |
| 6.SL.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. (18OCT2026 Arizona build) Blocking clause: Include multimedia components (e.g., graphics, images, music, and sound) and visual displays in presentations to clarify information. |
| 6.SL.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 6.W.1 and 6.W.2 and not stretched to speech. (18OCT2026 Arizona build) Blocking clause: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. |
| 6.L.1 | 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?' (key 'My brother and I built the fort.' against 'My brother and me built the fort.'; key 'The coach chose Maya and me for the relay.' against 'The coach chose Maya and I for the relay.' and 'Me and Maya was chosen for the relay.'); 'Which sentence uses an INTENSIVE pronoun to add emphasis?' (key 'The mayor herself answered our letter.'); "Why is this sentence UNCLEAR? 'When Leo met Sam, he was late.'" (pick: 'he' could mean Leo or Sam, so the antecedent is vague). Writing Coach: the phones-in-class argument prompt says 'Keep your pronouns steady — no drifting from I to you' and grades 'Consistent point of view — pronouns do not drift'. The coach can return 'Check your pronoun — Maya and I when you are doing the action; Maya and me when it happens to you' or 'Keep one point of view'. |
Arizona 6.L.1 asks for command of grammar and usage 'when writing or speaking' across six sentences. 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. Subjective case ('My brother and I built the fort.') and objective case ('The coach chose Maya and me for the relay.') are practiced. 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. Intensive pronouns: the child picks the sentence that has one ('The mayor herself answered our letter.') but never uses one. Vague pronouns: at audit, the child saw why 'When Leo met Sam, he was late.' is unclear but never corrected one. The corrected sentence ('Leo was late when he met Sam.') 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. Shifts in pronoun number and person: no grade-6 grammar item shows a shift, and the app never shows a shift in number. A shift in person is practiced only in the child's own writing, through Writing Coach (a paid feature the district enables). One argument prompt grades 'Consistent point of view — pronouns do not drift', and the coach can flag a drift from 'I' to 'you' or a pronoun-case slip. Variations from Standard English: the child rejects nonstandard wrong options ('Me and Maya was chosen for the relay.'), and the coach can point out a slip in the child's own draft. But the coach names the fix, so the child never has to identify or use a strategy. The strategies (drop the other name, repeat the noun) appear only in the explanations. Nothing is practiced when speaking. (18OCT2026 Arizona build; note refreshed 31OCT2026) Blocking clause: Recognize and correct inappropriate shifts in pronoun number and person |
| 6.L.2 | 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 / fb-capital / fb-endmark Grammar L6, multiple choice from three options, English and Spanish: 'Which sentence punctuates the EXTRA information correctly?' (paired commas, dashes or parentheses against an unclosed or unopened mark), and 'In the sentence "Our coach, a former sprinter, times every lap.", which part is EXTRA (nonessential) information?', over twelve fixed sentences. Writing Coach: two narrative prompts grade 'At least two lines of correctly punctuated dialogue' / 'Correctly punctuated dialogue at the turn' in the child's own scene. |
Commas, parentheses and dashes around extra information: in grade-6 grammar, the child works with all three marks in twelve fixed sentences (eight of them added on 31 Oct 2026). They include 'My uncle, who lives in Denver, collects maps.', 'The recipe — an old family secret — takes three days.', 'Saturn (the sixth planet) has visible rings.' and 'Our coach, a former sprinter, times every lap.' The child either picks the correctly punctuated sentence or picks the nonessential part, in English and Spanish. This is recognition only. Arizona's verb is 'use', and no grade-6 writing rubric grades these marks in the child's own writing. 'Use correct spelling.' is not practiced at grade 6. The Spelling skill is a grades 3–5 skill with no grade-6 level, and no grade-6 Writing Coach rubric line grades spelling or capital letters. The grader is told not to fail a strong middle-school answer for minor spelling or punctuation slips. The coach can only flag them ('Proofread for spelling — read it aloud and correct the word that looks wrong'). In the child's own writing, the only punctuation that is graded is correctly punctuated dialogue, on both grade-6 narrative prompts. That runs only through Writing Coach, a paid feature the district enables. (18OCT2026 Arizona build; note refreshed 31OCT2026) Blocking clause: Use correct spelling. |
| 6.L.3 | 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 (should school start an hour later?) 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, three options, English and Spanish: in a journal entry paired with a town news brief, 'How do the TONES of the two passages compare?' (key: A is warm and personal; B is neutral and factual). |
Arizona 6.L.3 asks the child to use knowledge of language 'when writing, speaking, reading, or listening', to vary sentence patterns, and to keep a consistent style and tone. Sentence variety is never asked for at grade 6. No grade-6 item shows it, no grade-6 Writing Coach prompt requests it, and no rubric line grades it. The nearest practice, picking the best way to combine two short sentences, sits in the grades 3–5 Fix & Improve skill and is not credited here. A consistent formal 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 paid feature the district enables. 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 ('A is warm and personal; B is 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, not the child keeping a tone in his or her own work. Nothing is practiced when speaking or listening. (18OCT2026 Arizona build; note refreshed 31OCT2026) Blocking clause: Vary sentence patterns for meaning, reader/listener interest, and style |
| 6.L.4 | PARTIAL | comprehensionSaplingQ L6 (p6-octopus item 3, p6-secondlap item 3, p6-ponyexpress item 3); vocabularySaplingQ L6 (SAPLING_ROOTS, meaning and decode forms) Reading, three options, English and Spanish: 'Based on the passage, chromatophores are…' (the passage says 'tiny sacs of pigment called chromatophores'); "In this passage, 'rehearsed' most nearly means…" ('rehearsed the first lap in his head all week'); "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, 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 |
Roots and affixes: 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. The child picks what a part means, or uses the parts as a clue to a whole word's meaning. 'Using its word parts, "audible" means…' uses aud, the root of Arizona's own examples, and the explanation adds audience and audio. One part, -less, is English rather than Greek or Latin. The words stand alone and are never met in a passage. Context: the child picks a word's meaning from the grade-6 passage around it. 'Chromatophores' is defined right beside the word ('tiny sacs of pigment called chromatophores'), and 'rehearsed' is fixed by 'in his head all week'. One phrase, 'beaten not by faster horses, but by a wire', is read from the Pony Express passage. These are fixed items, a sixth grader may already know 'rehearsed', and a word's position or function in a sentence is never the clue. Reference materials: no grade-6 item uses a dictionary, glossary or thesaurus, or asks for a pronunciation or a part of speech. Dictionary and glossary items exist only at the early comprehension levels. Verifying: the child is never asked to check a first guess; the explanation does the check. Multiple-meaning words never appear at grade 6, and the app always picks which strategy each item uses, so 'choosing flexibly from a range of strategies' is not practiced. (18OCT2026 Arizona build) Blocking clause: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech |
| 6.L.5 | PARTIAL | comprehensionSaplingQ L6 (p6-static item 3, p6-lanterngirl item 2, p6-ponyexpress item 3); vocabularySaplingQ L6 -> wordRelationsQ (WORD_RELS, about 1 deal in 4) 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, with 'they feel exactly the same' as the third option. ▶ Play a live item from this skill |
Figures of speech: the child interprets a figure 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'), '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, Arizona's named example, appears in the passages (Saturn 'cooperating', thunder that 'played percussion', a kitchen light that 'felt rude'), but no audited question asks the child to interpret it. Word relationships: grade-6 vocabulary asks 'What relationship joins "cello" and "instrument"?' over nine word pairs. The child chooses among cause and effect, part and whole, and item and category, which are Arizona's three examples. Only the explanation, not the child, uses the relationship 'to better understand each of the words'. Connotation: the child picks the more positive or the more negative of two words with similar meanings, over eight pairs, including Arizona's own 'thrifty' and 'stingy'. The choice is always between two words, never among a set like Arizona's five examples. Held PARTIAL on figures of speech: there are three audited fixed items, and personification is never interpreted in them. The row stays at its audited verdict until a refute-first two-auditor re-check counts the new items. (18OCT2026 Arizona build; note refreshed 31OCT2026) Blocking clause: Interpret figures of speech (e.g., personification) in context |
| 6.L.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 written math explanations graded on 'Uses "per" or "for each" correctly' and on naming factors and terms in 4(x + 7). ▶ Play a live item from this skill |
Grade-6 vocabulary builds general academic words in English and Spanish across four item types. There are 14 word parts, and six transition items where the child picks the connector that carries the logic ('It rained hard all morning. ___, the game continued.' → However). There are also 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 paid feature the district enables. 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, through the same paid feature, ask for terms such as 'per', 'factors' and 'terms'. 'Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression' is not practiced: the app always chooses which word to ask about. (18OCT2026 Arizona build) Blocking clause: use accurately 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.A.3 | Seeds: Kansas 6.RP.3 FULL (parts: 6.RP.3a PARTIAL, 6.RP.3b FULL, 6.RP.3c FULL); Alaska 6.RP.3 PARTIAL → Arizona: PARTIAL | Arizona clause not practiced: Make tables of equivalent ratios relating quantities with whole-number measurements ... Use tables to compare ratios. Arizona prints Common Core's parts a-d as sentences inside one row, so the row is FULL only if every sentence is practiced. Solving with ratio and rate reasoning is practiced across Ratios Levels 5-7. The representations in Arizona's 'e.g.' list are examples; the app uses tables and calculation. Tables and plotting: at Level 5 the child finds the missing value in a printed table of equivalent ratios. In interactive rounds, about one Level 5 question in six has the child tap three pairs from a printed table onto the coordinate grid. The rate is 2 or 3, so every pair fits on the grid. The chil |
| 6.NS.B.2 | Seeds: Kansas 6.NS.2 FULL; Alaska 6.NS.2 PARTIAL → Arizona: FULL | Division levels 6-7 divide multi-digit whole numbers. 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 3,465 and boxes of 12 to 35. In practice sessions about two answers in five are typed on a number pad, so the child produces the quotient; the rest are picked from three choices, in English and Spanish. The explanations teach checking with the inverse multiplication and estimating the size of the answer first. Limits: every division comes out even, and fluency is judged from correct answe |
| 6.NS.C.5 | Seeds: Kansas 6.NS.5 FULL (parts: 6.NS.5a PARTIAL, 6.NS.5b PARTIAL); Alaska 6.NS.5 PARTIAL → Arizona: PARTIAL | Arizona clause not practiced: Use positive and negative numbers to represent quantities in real-world context, explaining 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. The child also picks 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 ('opposite directions away from that starting point'). Temperature, elevation and money all appear. Not practiced: 'Use positive and negative n |
| 6.EE.A.3 | Seeds: Kansas 6.EE.3 FULL; Alaska 6.EE.3 PARTIAL → Arizona: FULL | The child generates equivalent expressions by typing them in about half of live Expressions Level 4 items, in English and Spanish. 'Write 4(x + 3) WITHOUT parentheses' must be answered with an expression equal to 4x + 12 that has no brackets, and typing the given form back is refused. This is the move in Arizona's own example, 3(2 + x) → 6 + 3x. 'Write 5x + 2x with the like terms combined' must be typed as one term, 7x. Any equivalent answer in the asked-for form is accepted, so 12 + 4x counts. The other live Level 4 items, and every Level 4 item on paper, ask the same two tasks as a choice fr |
| 6.EE.A.4 | Seeds: Kansas 6.EE.3 FULL; Alaska 6.EE.4 PARTIAL → Arizona: PARTIAL | Arizona clause not practiced: they name the same number regardless of which number y stands for. The child identifies the expression that is equivalent to a given one, choosing from three, in English and Spanish. Examples: 'Which expression is equivalent to 4(x + 3)?' and 'Combine like terms: 5x + 2x = ?'. This is about half of live Expressions Level 4 items and all of them on paper; in the other live half the child types the equivalent form. Each non-equivalent choice is a named slip. Not practiced: Arizona's own reason why two expressions are equivalent, that 'they name the same number regardless of which number y stands for'. No item substitutes values into two expressions to compare t |
| 6.SP.A.1 | Seeds: Kansas 6.SP.1 PARTIAL; Alaska 6.SP.1 FULL → Arizona: FULL | Arizona's verb is recognize: a statistical question anticipates variability in the data and accounts for it in the answers, as in 'How old are the students in my school?' against 'How old am I?'. At Statistics Level 1 the child recognizes statistical questions in four ways, over a bank of seven pairs. Several pairs are built like Arizona's example: a question about a group sits beside one person's question on the same thing, 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 statistica |
| 8.EE.C.7 | Seeds: Kansas 8.EE.7 FULL (parts: 8.EE.7a PARTIAL, 8.EE.7b FULL); Alaska 8.EE.7 PARTIAL → Arizona: PARTIAL | Arizona clause not practiced: Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solution. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results. Solving is practiced at equations Level 8 and inequalities Level 4, in English and Spanish. Equations have x on both sides (ax + b = cx + d) and decimal or fraction coefficients (0.5x + 3 = 7, 1.5x + 2 = 11, (1/4)(x + 2) = 3, 0.25(x − 4) + x = 9). Some have brackets to distribute and like terms to collect, such as 3(x − 2) + 2x = 19. The expansion or x = … is typed in some live deals, and the rest are picked from three. Inequalities include −3(x + 2) ≥ 6 (the sign flips), 2(x − 3) + x > 9 and 0.5(x + 4) < 6, picked from choices. Simpler two-step inequalities are typed or graphed on a number li |
| 8.G.B.6 | Seeds: Kansas 8.G.7 PARTIAL; Alaska 8.G.6 PARTIAL → Arizona: FULL | Both twins are PARTIAL only on their verb: Kansas 8.G.7 asks the student to explain a proof of the theorem and its converse, and Alaska 8.G.6 to explain the theorem and its converse. Arizona's statement is only 'Understand the Pythagorean Theorem and its converse.' Geometry level 10 has the child pick the comparison that finishes the squares proof (the area of the square on the hypotenuse equals the SUM of the areas on the legs), decide the converse by squaring and comparing on triangles half of which are near-misses, and use the theorem to find a hypotenuse or a leg, so the row is FULL. The child never explains a proof. |
| 6.RL.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-comprehension questions (was one in ten); 'Three questions' reads 'Three of the questions'. Verdict unchanged (FULL). |
| 6.RL.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). |
| 6.RL.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). |
| 6.RL.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). |
| 6.RL.6 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The 'Static' point-of-view item comes up about once in 60 Grade-6 reading questions (was once in 35), measured with the real session builder over 60,000 reading questions per language (1 in 58.5 in English and in Spanish; exact 1 in 60). Verdict unchanged (PARTIAL). |
| 6.RL.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). |
| 6.RL.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). |
| 6.RI.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). |
| 6.RI.3 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The development 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). |
| 6.RI.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). |
| 6.RI.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). |
| 6.RI.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); the stated reason was one pair, so the row stays PARTIAL until the two-auditor re-check. Verdict unchanged (PARTIAL). |
| 6.RI.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). |
| 6.L.1 | 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). |
| 6.L.2 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Forms and note: twelve fixed sentences (were four); the four quoted are given as examples. Verdict unchanged (PARTIAL). |
| 6.L.3 | 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). |
| 6.L.5 | 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). |
| 6.L.1 | NOTE-ONLY | Note refresh (pronoun items), 31 Oct 2026: possessive case is no longer said to be never asked 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; the vague-pronoun sentence says the child never corrected one 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.