Generated 2026-11-02 · State: AZ · Standards scope: Algebra I, Geometry, Algebra II course standards (Arizona Mathematics Standards, 2016) + grades 9–12 English Language Arts (2016) · Rebuilt from the audited crosswalk data on each revision.
The grades 9–12 stage (the $99/yr High School plan) went live in AcornSmarts on 16 September 2026. The other bands for Arizona are published separately: K–5 · grades 6–8 · all reports.
| Code | Verdict | Evidence (generator · live items) | Audit note — what is practised, what is missing |
|---|---|---|---|
| A1.N-RN.B | NOT COVERED | No High School item asks about sums or products of rational and irrational numbers. |
This cluster's only standard, A1.N-RN.B.3, is not practised, so the cluster is NOT COVERED like its one part. |
| A1.N-RN.B.3 | NOT COVERED | No oak-* prompt, choice or explanation is about rational or irrational numbers. The word 'rational' appears only in rational exponents ('Write with a rational exponent: ∛(7^2)', Exponents & Growth level 2; 'Write with a single rational exponent, for x > 0: …', Radicals & Complex level 1) and in the name of the Polynomials & Rational skill, where it means rational expressions. Radicals & Complex multiplies radicals ('√a · √b = ?'), but never asks whether a result is rational. The grade-8 Rational & Irrational skill is not credited; it classifies single numbers (which of √n, √4, 1/3 is irrational; where √n sits between whole numbers) and never adds or multiplies a rational and an irrational number. |
No item has the student explain, or even decide, why the sum or product of two rational numbers is rational, why a rational plus an irrational is irrational, or why a nonzero rational times an irrational is irrational. |
| A1.N-Q.A | PARTIAL | oak-functions:L3 + oak-logarithms:L4 ▶ Play a live item from this skill |
Rolled up from its three standards: A1.N-Q.A.1 is PARTIAL (units help sort the answers in a few context items), while A1.N-Q.A.2 (define quantities for modeling) and A1.N-Q.A.3 (choose a level of accuracy) are NOT COVERED. So the cluster is PARTIAL. |
| A1.N-Q.A.1 | PARTIAL | oak-functions:L3 + oak-logarithms:L4 Functions level 3, in about one deal in four, asks what a computed average rate of change means for a thrown ball (feet) or a car (meters), e.g. 'A ball's height, in feet, t seconds after it is thrown upward is h(t) = −16t² + 56t + 5. Which statement interprets the average rate of change of h from t = 0 to t = 1?' The key is a rate in feet per second. The third choice is often a height or position ('at t = 1, the ball is … feet above the ground') or, over two-second intervals, a total change in feet, and the units rule it out; the other wrong choice is also in feet per second, so units do not decide it. Logarithms level 4 (Algebra II): 'A culture of 200 cells doubles every 6 hours, so N(t) = 200 · 2^(t/6). After how many hours will it reach 6400 cells?' The wrong choice '5 hours' stops at t/6 = 5, which counts doublings, not hours. ▶ Play a live item from this skill |
Units help the student understand only a few context items, and every item hands the student the units. No item asks the student to choose units, to convert units or rates, or to keep units consistent in a formula. (In the Solids & Modeling density item all three choices carry the same unit, people/km², so the units decide nothing there.) No item shows a graph or data display, so choosing or interpreting a scale and an origin is not practised. |
| A1.N-Q.A.2 | NOT COVERED | Every modeling item names the quantities and the variable for the student: 'A plan costs a $25 signup fee plus $11 per month … Write the equation that models the months m' (Linear Equations level 2); 'A repair costs a flat $45 plus $15 for each hour of labor h. Write the cost function: C(h) = …' (Functions level 4). |
No item asks the student to define, or even choose, the quantities for a descriptive model. Arizona's verb is 'define', and using quantities someone else defined does not meet it. |
| A1.N-Q.A.3 | NOT COVERED | Rounding appears only as an instruction: 'A ramp 13 feet long rises 5 feet above the ground. To the nearest degree, what angle does the ramp make with the ground?' (Similarity & Trig level 5). |
No item asks the student to choose a level of accuracy that fits the limits of a measurement: where an answer is rounded, the item sets the precision. |
| A1.A-SSE.A | PARTIAL | oak-functions:L4 + oak-quadratics:L1/L2 + oak-exponentials:L1 ▶ Play a live item from this skill |
Both of its standards are PARTIAL, so the cluster is too. Some parts of expressions are interpreted: the coefficient and the constant term of a linear cost function (Functions level 4). Rewriting is practised: multiplying binomials, adding polynomials and factoring monic trinomials (Quadratics levels 1-2), and exponent rules on numbers (Exponents & Growth level 1). Missing: no item interprets a grouped part of an expression as a single entity outside Writing Coach, and every rewriting item names the rewrite to perform, so the student never uses structure to decide how to rewrite. |
| A1.A-SSE.A.1 | PARTIAL | oak-functions:L4 + oak-logarithms:L4 'A repair's cost is C(h) = 17h + 65, where h is hours of labor. What does the 17 represent?' (or the 65). The student picks 'the cost of each hour of labor' or 'the flat fee, charged even when h = 0', about half and half, in English and Spanish (Functions level 4). ▶ Play a live item from this skill |
Clause (a) is practised only for the two parameters of a linear cost model; no item asks what a factor of a non-linear expression means. Clause (b) is never asked: grouped parts such as 2^(t/6) in N(t) = 200 · 2^(t/6) or log(I/I₀) in the decibel formula (Logarithms level 4) are used as steps in solving and comparing, but no item asks the student what a grouped part means. Only Writing Coach asks for that: the student interprets the term 40n in P = 40n − 500, with the rubric line 'Says 40n is the total from n items before the fixed cost'. A clause met only through Writing Coach keeps this row PARTIAL. |
| A1.A-SSE.A.2 | PARTIAL | oak-quadratics:L1/L2 + oak-exponentials:L1 'Factor: x² − 2x − 15. Write it as the product of two binomials.' This is typed in about half of the Quadratics level-2 deals and multiple choice in the rest. '(x + 5)(x + 2) = ?' and '(4x² + 4x) + (4x² − 2x) = ?' (Quadratics level 1, multiple choice). For numbers: '(5^4)^2 = ?' and '5^7 ÷ 5^4 = ?' (Exponents & Growth level 1). ▶ Play a live item: level 1 · level 2 |
Each item names the rewrite to perform (factor, expand, add, simplify the power), so the student never uses the structure to identify how an expression can be rewritten. On factoring patterns, every trinomial to factor has leading coefficient 1 and whole-number roots. There is no common factor, grouping or leading coefficient other than 1. No item asks the student to factor a difference of squares or a perfect-square trinomial. A difference of squares is cancelled only inside one Algebra II rational-equation item, (x² − a²)/(x − a). |
| A1.A-SSE.B | PARTIAL | oak-quadratics:L2-L4 ▶ Play a live item: level 2 · level 3 · level 4 |
Its one standard, A1.A-SSE.B.3, is PARTIAL, so the cluster is PARTIAL like its part. Factored form and vertex form are produced, but no item has the student choose a form for a purpose. No item asks for the maximum or minimum value that vertex form reveals. Explaining a property happens only in Writing Coach. |
| A1.A-SSE.B.3 | PARTIAL | oak-quadratics:L2-L4 (a) 'What are the zeros of f(x) = x² + 3x − 10?' (Quadratics level 3, multiple choice), and factoring typed at level 2 ('Factor: x² − 2x − 15. Write it as the product of two binomials.'). (b) 'Complete the square: x² − 6x + 4 in vertex form.' The student picks (x − 3)² − 5 from three choices (level 4). ▶ Play a live item: level 2 · level 3 · level 4 |
Clause (a) is practised, though every quadratic has leading coefficient 1 and the zeros can be found by checking the options. Clause (b) stops short: the student completes the square, but no item then asks for the maximum or minimum value; the vertex is named only in the explanation shown after the answer. 'Choose' is never asked, because each item names the form to produce. 'Explain properties of the quantity' is met only in Writing Coach, through one ball-height vertex-form prompt (rubric: 'Explains the maximum: −16(t − 2)² is never positive, so h never exceeds 70'). A clause met only through Writing Coach keeps the row PARTIAL. |
| A1.A-APR.A | PARTIAL | oak-quadratics:L1 '(4x² + 4x) + (4x² − 2x) = ?' and '(x + 5)(x + 2) = ?' ▶ Play a live item from this skill |
Its one standard, A1.A-APR.A.1, is PARTIAL, so the cluster is too. Polynomials are added and multiplied, but none are subtracted, and closure is never asked about. |
| A1.A-APR.A.1 | PARTIAL | oak-quadratics:L1 Quadratics level 1, by multiple choice: '(5x² + 6x) + (3x² − 2x) = ?' (adding) and '(x + 4)(x + 1) = ?' (multiplying two binomials). ▶ Play a live item from this skill |
No item subtracts one polynomial from another: the minus signs are inside the terms, never (A) − (B). Multiplication stops at two monic binomials. The understanding clause, that polynomials are closed under addition, subtraction and multiplication like the integers, appears only in the explanation shown after the addition item ('Polynomials follow the same rules integers do'). No item asks about it. |
| A1.A-APR.B | PARTIAL | oak-quadratics:L3 + oak-poly-rational:L3 ▶ Play a live item from this skill |
Its one standard, A1.A-APR.B.3, is PARTIAL, so the cluster is too. Zeros are identified from quadratics and factored cubics, but no item uses the zeros to graph the function. |
| A1.A-APR.B.3 | PARTIAL | oak-quadratics:L3 + oak-poly-rational:L3 'What are the zeros of f(x) = x² + 3x − 10?' (Quadratics level 3) and 'What are the zeros of p(x) = (x − 1)(x − 4)(x + 5)?' (Polynomials & Rational level 3, Algebra II). Both are multiple choice. ▶ Play a live item from this skill |
Zeros are identified when a factorization is available, but the cubics always come already factored into three linear factors; none has a quadratic factor. The second clause is not practised: no item uses the zeros to construct, or even pick, a rough graph of the function, and nothing in the High School course draws or shows a graph. |
| A1.A-CED.A | PARTIAL | oak-linear-equations:L2/L3 + oak-exponentials:L5 + oak-functions:L4 Typed creation: 'A plan costs a $25 signup fee plus $11 per month. The total paid was $80. Write the equation that models the months m.' (Linear Equations level 2); 'The table shows y for each x. Write the equation that models it: y = …' (Exponents & Growth level 5); 'A repair costs a flat $45 plus $17 for each hour of labor h. Write the cost function: C(h) = …' (Functions level 4); 'Solve the formula P = 2l + 2w for w. Write w = …' (Linear Equations level 3). ▶ Play a live item: level 2 · level 3 |
This cluster stays PARTIAL like its parts. Rearranging formulas (A.4) is met. Linear equations in one variable, and linear and exponential equations in two variables, are created in typed form. But no inequality is ever created, the created one-variable equation is never then solved, and no quadratic, absolute-value or step equation is created from a context (A.1). Nothing graphs a created equation on labeled, scaled axes (A.2), and no item represents constraints or judges solutions viable or non-viable in a modeling context (A.3). |
| A1.A-CED.A.1 | PARTIAL | oak-linear-equations:L2 'A plan costs a $25 signup fee plus $11 per month. The total paid was $80. Write the equation that models the months m.' The student types 11m + 25 = 80, and the judge requires the model's three numbers. This is about half of level-2 items in live rounds; otherwise the item is 'Which equation models the months m?' with three choices. ▶ Play a live item from this skill |
Practised: creating a linear equation in one variable from one real-world context family. Missing: creating any inequality in one variable; using the created equation to solve the problem (the item never asks for m); and creating quadratic, exponential or piecewise (absolute value, step) equations from a context. Exponential models from a real-world context appear only in Logarithms level 4 (oak-logarithms:L4, Algebra II), where the model is either chosen from options ('A bacterial culture starts with 200 cells and doubles every 4 hours. Which function gives the number of cells after t hours?') or supplied ready-made and solved for the time ('A culture of 200 cells doubles every 4 hours, so N(t) = 200 · 2^(t/4). After how many hours will it reach … cells?'); neither item has the student create the equation and then solve it. Exponents & Growth level 5 has the student type y = a · r^x from a table, but that is a two-variable equation with no context. |x − 3| = 2 is solved in Polynomials & Rational level 1 but never created, and no step function appears anywhere. |
| A1.A-CED.A.2 | PARTIAL | oak-exponentials:L5 + oak-functions:L4 'The table shows y for each x. Write the equation that models it: y = …' (table 0 | 3, 1 | 6, 2 | 12, 3 | 24; the student types y = 3 · 2^x; Exponents & Growth level 5, about one deal in four). 'A repair costs a flat $45 plus $17 for each hour of labor h. Write the cost function: C(h) = …' (Functions level 4, typed in about two deals in five). ▶ Play a live item from this skill |
Creating equations in two variables is typed, from a table (exponential) and from a description (a linear cost). The graphing clause is not practised: no high-school item plots, draws or shows an equation on coordinate axes, so labels and scales never come up. A quadratic is typed only from given zeros ('Write a quadratic function whose zeros are x = 2 and x = 5', Quadratics level 3), not from a relationship between quantities. |
| A1.A-CED.A.3 | NOT COVERED | The only two-variable inequality item is context-free ('Which point satisfies y > 2x + 3?', Systems level 4), and the systems are bare computation ('Solve by elimination: 2x + y = 10 and 2x − y = 6.'). |
No item represents a real constraint by an equation, an inequality or a system, no system of inequalities appears anywhere, and no solution is judged viable or non-viable in a modeling context. |
| A1.A-CED.A.4 | FULL | oak-linear-equations:L3 'Solve the formula P = 2l + 2w for w. Write w = …' The student types the rearranged formula, judged as the same equation with w alone on one side and absent from the other. The same is asked for d = rt (for t), A = ½bh (for h) and y = mx + b (for m). The explanation names the equation-solving reasoning: 'Isolate w by undoing, in reverse order, what is done to it: w = (P − 2l)/2.' ▶ Play a live item from this skill |
Typed in about one level-3 item in four or five in live rounds; paper, placement and duels show the same four formulas as multiple choice. Only four fixed formulas are used (Ohm's law itself is not one of them), which does not change the skill practised. |
| A1.A-REI.A | PARTIAL | oak-linear-equations:L4 'When solving 4x + 7 = 27, which step produces an EQUIVALENT equation?' (choices: subtract 7 from both sides / subtract 7 from the left side only / divide both sides by x). ▶ Play a live item from this skill |
This cluster stays PARTIAL like its one standard. Equivalence-preserving steps are recognised for linear equations only. The explanation and the viable argument are written only in a Writing Coach item, which keeps a row from FULL, and the steps in solving a quadratic equation are never explained. |
| A1.A-REI.A.1 | PARTIAL | oak-linear-equations:L4 'When solving 4x + 7 = 27, which step produces an EQUIVALENT equation?' The step is picked from three choices. With Writing Coach on: 'To solve 3(x + 4) = 27, one student divides both sides by 3 first; another distributes first. Explain why both approaches are valid and why they give the same solution.' (rubric: 'States that each step keeps the equation equivalent (same solution set)'). ▶ Play a live item from this skill |
'Explain' and 'construct a viable argument' are production verbs. Outside Writing Coach the justifying step is only chosen, never explained. The only written explanation and argument is the Writing Coach item above (about one deal in five, live rounds only, where Writing Coach is on), graded by the writing judge, so the row stays PARTIAL. Arizona's standard also covers quadratic equations, and no item asks for, or about, the steps in solving a quadratic. |
| A1.A-REI.B | PARTIAL | oak-linear-equations:L1/L3 + oak-quadratics:L3-L5 '5x + 4 = 2x + 19' and '0.5x + 4 = 7' (Linear Equations level 1); 'Solve the formula d = rt for t.' (level 3); 'What are the zeros of f(x) = x² − 3x − 10?' (Quadratics level 3); 'Solve with the quadratic formula: x² + 2x + 5 = 0.', answered 'no real solutions' (level 5). ▶ Play a live item: level 1 · level 3 |
This cluster stays PARTIAL like its two standards. No linear inequality in one variable is solved (B.3). Quadratic equations are never solved by inspection, by taking square roots or by completing the square, the quadratic formula is never derived, and the equation's form never varies enough for the student to choose a method that suits it (B.4). |
| A1.A-REI.B.3 | PARTIAL | oak-linear-equations:L1/L3 Linear Equations level 1: '5x + 4 = 2x + 19' and '0.5x + 4 = 7', solved by choosing x from three answers. Level 3, coefficients represented by letters: 'Solve the formula P = 2l + 2w for w. Write w = …' (typed in live rounds, multiple choice in paper, placement and duels). ▶ Play a live item: level 1 · level 3 |
Linear equations are solved, including variables on both sides, decimal coefficients and formulas with letter coefficients. Missing: linear inequalities in one variable. The only one-variable inequality in any High School skill is the Algebra II radical inequality in Radicals & Complex level 3 (for example 'Solve the inequality √(x − 2) < 3.'), which is not linear. |
| A1.A-REI.B.4 | PARTIAL | oak-quadratics:L3-L5 Factoring: 'What are the zeros of f(x) = x² − 3x − 10?' (level 3). Quadratic formula: 'Solve with the quadratic formula: x² − x − 12 = 0.' (level 5). Level 5 also deals a repeated root and, in about three items in twenty, an equation such as x² + 2x + 5 = 0 whose answer is 'no real solutions'. Completing the square: 'Complete the square: x² − 6x + 4 in vertex form.' gives (x − 3)² − 5 (level 4). All multiple choice. ▶ Play a live item: level 3 · level 4 · level 5 |
Practised: solving by factoring and by the quadratic formula with real roots, and recognising when a quadratic equation has no real solutions. Missing from (a): completing the square only rewrites an expression in vertex form; no item transforms an equation into (x − k)² = q or uses that form to solve it, and nothing derives the quadratic formula. Missing from (b): no equation is solved by inspection or by taking square roots (x² = 49 never appears), and completing the square is never used to solve. Nor does the student choose a method to suit the equation's form: level 5 names its method ('Solve with the quadratic formula'), and the level-3 zeros items, which name none, are always a factorable x² + bx + c, so no form (x² = k, (x − k)² = q) ever calls for a different method. |
| A1.A-REI.C | PARTIAL | oak-systems:L1-L3 'Solve by substitution: y = 3x + 3 and x + y = 11.' (level 1), 'Solve by elimination: 2x + y = 10 and 2x − y = 6.' (levels 2–3) and 'When solving a system, a multiple of one equation is added to the other. Why is that legal?' (level 3). ▶ Play a live item: level 1 · level 2 · level 3 |
This cluster stays PARTIAL like its two standards. The elimination step is justified only by picking the reason from three choices, never proved (C.5). Systems are solved only exactly, never approximately, and never from a real-world context (C.6). |
| A1.A-REI.C.5 | PARTIAL | oak-systems:L3 'When solving a system, a multiple of one equation is added to the other. Why is that legal?' The answer is 'the new equation holds for exactly the same solutions — the resulting system is equivalent'. This is one fixed item, about one level-3 deal in three; the rest are elimination solves. ▶ Play a live item from this skill |
'Prove' is a production verb. The fact is recognised from three choices and applied in every elimination item. But no item asks the student to prove it or write the argument, and this skill has no Writing Coach explanation item either. |
| A1.A-REI.C.6 | PARTIAL | oak-systems:L1-L3 'Solve by substitution: y = 3x + 3 and x + y = 11.' and 'Solve by elimination: 2x + y = 10 and 2x − y = 6.' Pairs of linear equations are solved exactly by choosing the ordered pair from three. ▶ Play a live item: level 1 · level 2 · level 3 |
Exact solving of pairs of linear equations is practised. Missing: solving approximately (no graph, table or estimate; every solution is a pair of whole numbers), and Arizona's real-world problem solving: every system is given already written, and none comes from a context. |
| A1.A-REI.D | PARTIAL | oak-systems:L4 + oak-coordinate-geo:L1 'Which point satisfies y > 2x + 3?' (Systems level 4) and 'Which line passes through (−3, 4) and is PARALLEL to y = 3x − 2?' (Coordinate Geometry level 1) use the link between a point on a graph and a solution, without any graph. ▶ Play a live item from this skill |
This cluster stays PARTIAL like its parts. Nothing in the High School course shows, draws or reads a graph. No graph is recognised as an equation's solution set (D.10). No equation f(x) = g(x) is solved from intersecting graphs, tables or successive approximation (D.11, not covered). No half-plane or system of inequalities is graphed (D.12). |
| A1.A-REI.D.10 | PARTIAL | oak-coordinate-geo:L1 + oak-adv-functions:L2 'Which line passes through (−3, 4) and is PARALLEL to y = 3x − 2?' One wrong line, y = 3x − 5, has the right slope, but (−3, 4) does not satisfy its equation (Coordinate Geometry level 1). 'The function f is invertible, and its graph passes through (7, −9). Which point must lie on the graph of f⁻¹?' (Function Operations level 2). ▶ Play a live item from this skill |
No item shows a graph or asks the student to recognise a graph as the set of all of an equation's solutions, and curves never appear. The idea is used only point by point: a point lies on a line, or on f's graph, exactly when its coordinates satisfy the equation. |
| A1.A-REI.D.11 | NOT COVERED | No item shows the graphs of y = f(x) and y = g(x), names where they intersect, or finds a solution of f(x) = g(x) from a graph, a table of values or successive approximation. 'The solution is the one point living on both lines at once' appears only in the explanation after a Systems substitution item. |
Neither part is practised, for linear, quadratic, exponential, absolute-value or step functions: no item explains why the x-coordinates of intersections solve f(x) = g(x), and none finds a solution approximately. Linear equations with x on both sides ('5x + 4 = 2x + 19', Linear Equations level 1) are solved exactly by algebra, which is not this standard's method. |
| A1.A-REI.D.12 | PARTIAL | oak-systems:L4 'Which point satisfies y > 2x + 3?' with choices (2, 9), (2, 4) and (2, 7). The point on the boundary line is always a wrong choice, and the explanation says 'The point on the line itself does not count: the inequality is strict.' ▶ Play a live item from this skill |
Practised: deciding whether a point is in the solution set of one strict linear inequality, with the boundary excluded. Missing: graphing the half-plane. No graph is drawn or shown, and a non-strict inequality never appears, so a solid boundary is never chosen. Also missing: any system of linear inequalities, or the intersection of half-planes. |
| A1.F-IF.A | PARTIAL | oak-functions:L1-L2 'Relation: {(1, 4), (3, 7), (3, 9), (6, 2)}. Is it a function?' → 'no — the input 3 has two different outputs'; 'f(x) = 5x − 3. f(4) = ?' (the student types 17). ▶ Play a live item: level 1 · level 2 |
This cluster stays PARTIAL like its parts (A.1 and A.2 PARTIAL, A.3 not covered). Practised: the one-output-per-input definition and evaluating with f(x) notation. Not practised: domain and range as named sets; the graph of f as the graph of y = f(x), since no item shows a graph; interpreting a function-notation statement in context, which happens only in Writing Coach; and recognizing sequences as functions on the integers, since the sequence items only compute a term from a given recursive rule. |
| A1.F-IF.A.1 | PARTIAL | oak-functions:L1-L2 Level 2: 'Relation: {(1, 4), (2, 7), (4, 9), (6, 7)}. Is it a function?' → 'yes — every input has exactly one output' (a wrong choice is 'no — the output 7 repeats in two different pairs'). Level 1: 'f(x) = 5x − 3. f(4) = ?', typed; the explanation says f(4) is 'the output when the input is 4'. ▶ Play a live item: level 1 · level 2 |
Practised: each input has exactly one output, and f(x) names the output for input x. Missing: no item asks about the domain or range (the word domain appears only in explanations shown after answering — this item's, and a few Algebra II solving items' — never in a prompt or a choice, and range appears nowhere), and no item shows a graph or asks about the graph of f as the graph of y = f(x). Points of a graph are used only in passing, in Function Operations level 3 (Algebra II), where a point (x, y) of f's graph is read as an input and its output, to say what k·f(x) does to it or to find k from where f's minimum point moved under f(x) + k or f(x + k) ('g(x) = −3f(x). What happens to each point (x, y) of f's graph to give g's graph?'). |
| A1.F-IF.A.2 | PARTIAL | oak-functions:L1 'f(x) = 5x − 3. f(4) = ?' (the student types 17). ▶ Play a live item from this skill |
Practised: evaluating a function for a given input, typed, with no context. Missing: interpreting a statement in function notation in terms of a context. The nearest selected item, 'What does the 50 represent?' for C(h) = 14h + 50 (Functions level 4), interprets a parameter, not a statement like C(6) = 210. With Writing Coach on, one written prompt asks what C(6) = 210 means for a phone plan and what C(m) = 300 asks. A clause met only through Writing Coach keeps the row PARTIAL. |
| A1.F-IF.A.3 | NOT COVERED | Exponents & Growth level 4 gives a recursive rule and asks for a term ('Recursive sequence: a(1) = 2, a(n) = 3 · a(n−1). What is a(5)?'). No prompt, choice or explanation calls a sequence a function or names its domain. |
Recognizing that a sequence is a function whose domain is a subset of the integers is not practised. The recursive items only compute a term. |
| A1.F-IF.B | PARTIAL | oak-functions:L3-L4 'A ball's height, in feet, t seconds after it is thrown upward is h(t) = −16t² + 56t + 5. Which statement interprets the average rate of change of h from t = 2 to t = 3?'; 'A repair's cost is C(h) = 14h + 50, where h is hours of labor. What does the 50 represent?' ▶ Play a live item: level 3 · level 4 |
This cluster stays PARTIAL like B.4 and B.6, and B.5 is not covered. Practised: average rates of change are calculated from formulas and tables and interpreted for a ball or a car, and a cost model's intercept is interpreted in context. Missing: no item shows a graph, so nothing is read from a graph, sketched or estimated from one; no item relates a function's domain to its graph or situation; and no exponential, absolute value or step function is interpreted. |
| A1.F-IF.B.4 | PARTIAL | oak-functions:L4 'A repair's cost is C(h) = 14h + 50, where h is hours of labor. What does the 50 represent?' → 'the flat fee, charged even when h = 0' (the explanation reads it as C(0) = 50). ▶ Play a live item from this skill |
Only one key feature is interpreted in terms of the quantities: a linear cost model's vertical intercept. It is read from the formula, not from a graph or a table. No item shows a graph, and the tables (Functions level 3, Exponents & Growth level 5) list bare x and y values with no quantities. Missing: sketching a graph from a verbal description; intervals where a function increases, decreases, is positive or negative (both rate choices in the ball items carry the same direction word, so direction is never what is judged); relative maximums and minimums, which appear only in a Writing Coach prompt on a ball's vertex form; and quadratic, exponential, absolute value and step models. |
| A1.F-IF.B.5 | NOT COVERED | No item asks for a function's domain or relates it to a graph or to the situation the function models. |
Domain restrictions appear only in Algebra II, either stated as a given in the prompt ('Simplify for x > 0', 'f(x) = 7/x + 1, for x ≠ 0. What is f⁻¹(x)?') or used while solving: the excluded value of a rational equation, the radicand in a square-root inequality, the positive argument of a logarithm. None is the domain of a function in context or on a graph, and no item asks the student for a domain. |
| A1.F-IF.B.6 | PARTIAL | oak-functions:L3 'For f(x) = 3x², what is the average rate of change from x = 1 to x = 4?'; 'The table gives values of a function f. What is the average rate of change of f from x = 0 to x = 3?'; 'A ball's height, in feet, t seconds after it is thrown upward is h(t) = −16t² + 56t + 5. Which statement interprets the average rate of change of h from t = 2 to t = 3?' ▶ Play a live item from this skill |
Practised, in English and Spanish: calculating an average rate of change over an interval from a formula or a table (linear or quadratic), and interpreting a computed rate for a thrown ball or a car in context, which is about a quarter of level-3 deals. Missing: estimating a rate of change from a graph, since no item shows a graph. No rate is asked for an exponential, absolute value or step function. With Writing Coach on, one written prompt also has the student compute and interpret a plant's average rate of change (h(t) = t² + 2 from t = 1 to t = 3); it adds nothing the graph clause needs. |
| A1.F-IF.C | PARTIAL | oak-quadratics:L2-L4 'Factor: x² − 2x − 15. Write it as the product of two binomials.' (typed); 'Complete the square: x² − 8x + 14 in vertex form.' ▶ Play a live item: level 2 · level 3 · level 4 |
This cluster stays PARTIAL. Its only served part is C.8, itself PARTIAL. Practised: quadratics are rewritten by factoring and completing the square, and their zeros are found. Missing: no item graphs a function or shows key features on a graph (C.7), and no item compares two functions given in different representations (C.9). |
| A1.F-IF.C.7 | NOT COVERED | No item draws, plots or shows the graph of a function. Quadratic zeros are found algebraically ('What are the zeros of f(x) = x² − 2x − 15?'), and the vertex appears only in the explanation after the completing-the-square item. |
Graphing a function from its symbolic form, by hand or with technology, and showing key features on the graph are not practised for any linear, quadratic, exponential, absolute value or step function. |
| A1.F-IF.C.8 | PARTIAL | oak-quadratics:L2-L4 Level 2: 'Factor: x² − 2x − 15. Write it as the product of two binomials.' (typed). Level 3: 'What are the zeros of f(x) = x² − 2x − 15?' Level 4: 'Complete the square: x² − 8x + 14 in vertex form.' → '(x − 4)² − 2' (multiple choice). ▶ Play a live item: level 2 · level 3 · level 4 |
Practised: rewriting a quadratic by factoring (typed) and by completing the square (chosen), and reading zeros from the factored form. Missing: no item asks for the extreme value or the axis of symmetry that vertex form shows (the vertex appears only in the explanation shown after answering). Explaining what a form reveals, and interpreting a maximum in context, happen only in a Writing Coach prompt (a ball's height h(t) = −16(t − 2)² + 70), which keeps the row PARTIAL. |
| A1.F-IF.C.9 | NOT COVERED | No item presents two functions in different representations to compare. The table and formula items each involve a single function. |
Comparing properties of two functions given algebraically, graphically, in tables or by verbal descriptions is not practised. |
| A1.F-BF.A | PARTIAL | oak-functions:L4 'A repair costs a flat $45 plus $15 for each hour of labor h. Write the cost function: C(h) = …' (typed). ▶ Play a live item from this skill |
This cluster stays PARTIAL like its one standard, A1.F-BF.A.1. Only a linear function is written from a real-world context. No exponential, quadratic or piecewise model is written from one, and no recursive process or steps for calculation are built. |
| A1.F-BF.A.1 | PARTIAL | oak-functions:L4 'A repair costs a flat $45 plus $15 for each hour of labor h. Write the cost function: C(h) = …' (typed, about four Functions level-4 deals in ten). ▶ Play a live item from this skill |
Practised: writing an explicit linear function from a real-world description, typed. Missing: no exponential, quadratic or piecewise model is written from a real-world context. The typed exponential, y = a · r^x, comes from a bare table with no context. A doubling culture's or a half-life's function is only chosen from options, in Algebra II Logarithms level 4. A quadratic is typed only from given zeros. No item asks for a recursive process or steps for calculation from a context, because recursive rules are given, never built. |
| A1.F-BF.B | PARTIAL | oak-functions:L5 + oak-adv-functions:L3 'How does the graph of f(x) change when it becomes f(x − 3)?' → 'it shifts right by 3 units'. ▶ Play a live item from this skill |
This cluster stays PARTIAL like A1.F-BF.B.3. The effects of f(x) + k, k·f(x) and f(x + k) are identified for positive and negative k. Missing: k is never found from graphs, and no item has the student experiment with cases or illustrate an explanation of the effects. |
| A1.F-BF.B.3 | PARTIAL | oak-functions:L5 + oak-adv-functions:L3 Functions level 5: 'How does the graph of f(x) change when it becomes f(x − 3)?' → 'it shifts right by 3 units'. Function Operations level 3 (Algebra II, open to every High School student): 'g(x) = −3f(x). What happens to each point (x, y) of f's graph to give g's graph?' → 'every y-coordinate is multiplied by −3'; 'g(x) = f(x + k). The minimum point of f's graph is (2, 5); the minimum point of g's graph is (5, 5). What is k?' → 'k = −3'. ▶ Play a live item from this skill |
Practised, in English and Spanish: identifying the effect of f(x) + k, k·f(x) and f(x + k) for positive and negative k. The effects covered are shifts up, down, left and right, vertical stretches and compressions, and a reflection through −k·f(x). Missing: no item shows a graph, so k is found from the coordinates of a moved minimum point, never from graphs. No item has the student experiment with cases or illustrate an explanation of the effects. The function f is never given as a linear, quadratic, exponential or piecewise function. |
| A1.F-LE.A | PARTIAL | oak-exponentials:L3-L5 + oak-functions:L4 'A pool fills at 6 liters per minute. Which model does the volume follow?' → 'linear — it changes by a constant AMOUNT per unit of time'; 'The table shows y for each x. Write the equation that models it: y = …' (typed). ▶ Play a live item: level 3 · level 4 · level 5 |
This cluster stays PARTIAL like A.1 and A.2, and A.3 is not covered. Practised: telling linear from exponential situations, and building models from a table or a description. Missing: proving the equal-differences and equal-factors property; constant-percent growth or decay; constructing arithmetic or geometric sequences; any graph; and comparing exponential with linear or quadratic growth. No item compares models or asks which one eventually exceeds the other. |
| A1.F-LE.A.1 | PARTIAL | oak-exponentials:L3/L5 'A pool fills at 6 liters per minute. Which model does the volume follow?' → 'linear — it changes by a constant AMOUNT per unit of time'; 'A bacteria colony doubles every hour. Which model does the population follow?' → 'exponential — it changes by a constant FACTOR per unit of time'. ▶ Play a live item: level 3 · level 5 |
Practised: telling linear from exponential situations (about half of level-3 deals, in English and Spanish). Part b is practised only in one fixed context: the constant-rate situation is always a filling pool and the other is always a doubling or tripling colony, so the context alone can decide the item (the Kansas audit held its identical part b, F.LQE.1b, PARTIAL, citing this and the missing graph). Level 5 matches a table to its equation by equal differences or equal ratios. Missing: part a, since no item asks the student to prove that linear functions grow by equal differences and exponential functions by equal factors over equal intervals; the property is applied, and explained only after answering. Part c, since every exponential situation is a colony that doubles or triples, so growth or decay at a constant percent rate is never recognized. Decay appears only in Algebra II Logarithms half-life items, where every option is already exponential, and percent growth only in a Writing Coach prompt on N(t) = 500 · 1.2^t. |
| A1.F-LE.A.2 | PARTIAL | oak-exponentials:L5 + oak-functions:L4 'The table shows y for each x. Write the equation that models it: y = …' (rows 0 | 6, 1 | 18, 2 | 54, 3 | 162; the student types y = 6 · 3^x); 'A repair costs a flat $45 plus $15 for each hour of labor h. Write the cost function: C(h) = …' (typed). ▶ Play a live item from this skill |
Practised: constructing an exponential function from input/output pairs and a linear function from a description, both typed. Missing: no arithmetic or geometric sequence is ever constructed; the sequence items only compute a term from a given recursive rule. No item gives a graph. A linear function from input/output pairs is only chosen from three equations (Exponents & Growth level 5). An exponential function from a description is only chosen from options (Algebra II Logarithms level 4). |
| A1.F-LE.A.3 | NOT COVERED | No item compares an exponentially increasing quantity with a linearly or quadratically increasing one. Each table item involves a single function, and no item shows a graph. |
Observing, from graphs or tables, that exponential growth eventually exceeds linear or quadratic growth is not practised. |
| A1.F-LE.B | PARTIAL | oak-functions:L4 'A repair's cost is C(h) = 14h + 50, where h is hours of labor. What does the 14 represent?' → 'the cost of each hour of labor'. ▶ Play a live item from this skill |
This cluster stays PARTIAL like A1.F-LE.B.5. Linear parameters are interpreted in a real-world context. Exponential parameters are interpreted only in a Writing Coach prompt. |
| A1.F-LE.B.5 | PARTIAL | oak-functions:L4 'A repair's cost is C(h) = 14h + 50, where h is hours of labor. What does the 50 represent?' → 'the flat fee, charged even when h = 0'. Asking about the 14 gives 'the cost of each hour of labor' (about half and half). ▶ Play a live item from this skill |
Practised, in English and Spanish: interpreting the slope and the intercept of a linear model in a real-world context. Missing: no selected or typed item interprets the parameters of an exponential function. Exponents & Growth classifies a doubling colony and fits y = a · r^x to a bare table. Algebra II Logarithms builds a doubling or half-life model by choosing among options but never asks what a parameter means. With Writing Coach on, one written prompt asks what the 500 and the 1.2 mean in N(t) = 500 · 1.2^t. A clause met only through Writing Coach keeps the row PARTIAL. |
| A1.S-ID.A | NOT COVERED | No grades 9–12 item plots a data set or computes or compares a center or spread. The only statistics items, Function Operations level 4 (oak-adv-functions:L4), apply the 68-95-99.7 rule to one given normal distribution: 'Normally distributed data: mean 70, standard deviation 8. About what percentage falls between 62 and 78?' |
NOT COVERED as a cluster, like its three standards. No item represents data with plots (S-ID.A.1), compares the center and spread of two or more data sets (S-ID.A.2), or interprets differences in shape, center and spread or the effect of outliers (S-ID.A.3). |
| A1.S-ID.A.1 | NOT COVERED | No grades 9–12 item shows or asks for a dot plot, histogram, box plot or any other plot of data. |
No grades 9–12 skill presents or builds a plot of real-value data, so neither representing data sets with plots nor comparing them through plots is practised. |
| A1.S-ID.A.2 | NOT COVERED | The only items that name a mean and a standard deviation are the Function Operations level 4 normal-curve questions ('Normally distributed data: mean 70, standard deviation 8. About what percentage falls between 62 and 78?'), which give the values for one distribution. |
No item computes a median, mean, interquartile range or standard deviation from data, chooses statistics suited to the shape of a distribution, or compares two or more data sets. |
| A1.S-ID.A.3 | NOT COVERED | No item presents data sets to compare, and no prompt or option asks about shape, skew or outliers. The only nod to shape is in the explanation of the Function Operations level 4 normal-curve items (oak-adv-functions:L4), which says the share outside the band 'splits SYMMETRICALLY' between the two tails. |
Interpreting differences in shape, center and spread in the context of data sets, and accounting for outliers, are not practised. The Function Operations normal-curve items state one normal distribution and ask only for the percentage in a band or a tail. |
| A1.S-ID.B | PARTIAL | oak-probability-hs:L2/L3 Probability level 3: 'In a class: 8 students play chess AND soccer, 9 soccer only, 5 chess only, 4 neither. Given that a student plays soccer, what is the probability they also play chess?' (8/17). ▶ Play a live item: level 2 · level 3 |
PARTIAL as a cluster. S-ID.B.5 is PARTIAL: relative frequencies come from category counts given in a sentence, no two-way table is built or shown, no marginal relative frequency is interpreted, and associations are recognised only through Writing Coach. S-ID.B.6 is NOT COVERED: no scatter plot, no fitted function, no residuals. |
| A1.S-ID.B.5 | PARTIAL | oak-probability-hs:L2/L3 L3: 'In a class: 8 students play chess AND soccer, 9 soccer only, 5 chess only, 4 neither. Given that a student plays soccer, what is the probability they also play chess?' (8/17, a conditional relative frequency). L2: 'In a music club of 30 members, one member is chosen at random. Let A be the event "plays guitar" and B the event "plays piano". If P(A and B) = 5/30, which statement interprets this probability?' → '5 of the 30 members play both instruments'. ▶ Play a live item: level 2 · level 3 |
Practised: computing a conditional relative frequency from two-category counts given in a sentence (L3), and interpreting a joint relative frequency in context (L2, the 'and' half of the interpret-this-probability items, about one level-2 deal in twelve), in English and Spanish. Missing: no item summarizes the counts in a two-way frequency table or shows one; no item interprets a marginal relative frequency (P(A) appears only as a wrong reading, 'play guitar, and may also play piano'); and recognising an association or trend is asked only in a Writing Coach explanation ('In a school, 60% of students play a sport. Among students who take music, 60% also play a sport. Explain in everyday language whether…'), which cannot raise the row. |
| A1.S-ID.B.6 | NOT COVERED | No grades 9–12 item shows a scatter plot, gives paired data to plot, fits a function, or mentions residuals. The only line described as fitted to data is a Writing Coach prompt in Functions: 'A line fitted to data on study hours (x) and test score (y) is y = 5.5x + 62. Interpret the slope and the intercept in context, and state one limitation of the model.' |
Nothing practises representing two quantitative variables on a scatter plot or describing how they are related, fitting a function to data (a), using a fitted function to solve a problem in the context of the data (a), or plotting and analysing residuals (b). Linear Equations level 2 and Functions level 4 build and use linear models of price rules ('A plan costs a $25 signup fee plus $12 per month…'), not of data, and Exponents & Growth level 5 writes y = a · r^x from an exact, context-free table, which is not fitting. The Writing Coach prompt hands the student a finished fitted line to interpret and asks for no problem to be solved with it. The Kansas row S.ID.5a ('Use a given linear function to solve problems in the context of data') was held PARTIAL on those price-rule problems; that credit is not carried over here, because Arizona's clause asks for functions fitted to data, and none of those models is fitted to data. |
| A1.S-ID.C | PARTIAL | oak-functions:L4 Functions level 4: 'A repair's cost is C(h) = 15h + 45, where h is hours of labor. What does the 15 represent?' → 'the cost of each hour of labor'. ▶ Play a live item from this skill |
PARTIAL as a cluster. S-ID.C.7 is PARTIAL: the slope and constant term are interpreted for a given price rule, and a linear model of data is interpreted only through Writing Coach. S-ID.C.8 (the correlation coefficient) and S-ID.C.9 (correlation versus causation) are NOT COVERED. |
| A1.S-ID.C.7 | PARTIAL | oak-functions:L4 'A repair's cost is C(h) = 15h + 45, where h is hours of labor. What does the 15 represent?' → 'the cost of each hour of labor'; the same item asking about the 45 → 'the flat fee, charged even when h = 0'. ▶ Play a live item from this skill |
Functions level 4 has the student read the slope as a per-hour rate of change and the constant term as the flat fee of a linear cost model, about half and half, in English and Spanish (in interactive rounds 4 level-4 deals in 10 instead have the student type C(h) from the worded price rule). Missing: that model is a given price rule, not a linear model of data, so no item outside Writing Coach interprets the slope and constant term in the context of the data. With Writing Coach on, the student interprets the slope and intercept of 'a line fitted to data on study hours (x) and test score (y) … y = 5.5x + 62', graded against a rubric; a clause met only through Writing Coach keeps the row PARTIAL. |
| A1.S-ID.C.8 | NOT COVERED | The word 'correlation' appears in no grades 9–12 prompt, option or explanation. |
No item computes a correlation coefficient or interprets one (its sign, its strength, or how close it is to 1 or −1) for a linear relationship. |
| A1.S-ID.C.9 | NOT COVERED | No math item asks whether an association shows a cause. |
Distinguishing correlation from causation is not practised in any grades 9–12 math skill. The nearest items are outside math or behind Writing Coach. A Reading III–IV paired-text question ('Evaluate Text B's reasoning. What makes its selection-bias argument strong?') turns on volunteer firms explaining a four-day-week pilot's results, without naming correlation or causation. The Functions Writing Coach rubric for the study-hours fitted line accepts 'association is not causation' as one possible limitation, not a required one. |
| A1.S-CP.A | PARTIAL | oak-probability-hs:L1/L2 Level 2: 'Cards numbered 1 through 10 are shuffled and one is drawn. Let A be the event "the number is even" and B the event "the number is greater than 6". Which set of outcomes is the event "A and not B"?' Level 1: 'P(A) = 1/4, P(B) = 1/5, and P(A and B) = 2/20. Are A and B independent?' ▶ Play a live item: level 1 · level 2 |
PARTIAL as a cluster, like its two standards. S-CP.A.1 describes events only by choosing among three sets or descriptions. In S-CP.A.2 the independence check is given away, because one answer option already prints the product P(A) · P(B). |
| A1.S-CP.A.1 | PARTIAL | oak-probability-hs:L2 'Cards numbered 1 through 10 are shuffled and one is drawn. Let A be the event "the number is even" and B the event "the number is greater than 6". Which set of outcomes is the event "A and not B"?' → {2, 4, 6}; 'Cards numbered 1 through 10 are shuffled and one is drawn. Which description defines the event {3, 6, 9}?' → 'the number is a multiple of 3'. ▶ Play a live item from this skill |
About a third of level 2, in English and Spanish, treats events as subsets of a numbered-card sample space: by a characteristic of the outcomes (even, prime, multiple of 3, greater than k) and as unions ('A or B'), intersections ('A and B') and complements ('not B', 'A and not B'). Missing: the student only picks one of three sets or descriptions. No item has them describe an event in their own words or write its set, so 'describe' is met only by selection. |
| A1.S-CP.A.2 | PARTIAL | oak-probability-hs:L1 'You flip a fair coin and roll a 6-sided die. What is P(heads AND rolling a 6)?' → 1/12. 'P(A) = 1/4, P(B) = 1/5, and P(A and B) = 2/20. Are A and B independent?', with the options 'yes — P(A and B) = P(A) · P(B), the definition holds', 'no — P(A) · P(B) = 1/20, and P(A and B) does not match' and 'it cannot be known without counting outcomes'. ▶ Play a live item from this skill |
Practised: the Multiplication Rule for independent events (about half of level 1 multiplies a coin's and a die's probabilities), in English and Spanish. Missing: using the product to determine whether two events are independent is not genuinely practised. In the level 1 decision item one option always prints the product P(A) · P(B), and the given P(A and B) always has that product's denominator, so its numerator (1 or 2) alone decides. With Writing Coach on, a written prompt asks for an independence check from P(A) = 0.3, P(B) = 0.5 and P(A and B) = 0.15 by way of conditional probability, which cannot raise the row. |
| Code | Verdict | Evidence (generator · live items) | Audit note — what is practised, what is missing |
|---|---|---|---|
| G.N-Q.A | PARTIAL | oak-solids-modeling:L3 + oak-functions:L3 + oak-logarithms:L4 Solids & Modeling level 3: 'A town has 600 residents on 30 km². What is its population density?', every choice in people/km². Functions level 3 (Algebra I): 'A ball's height, in feet, t seconds after it is thrown upward is h(t) = −16t² + 56t + 5. Which statement interprets the average rate of change of h from t = 2 to t = 3?' ▶ Play a live item from this skill |
PARTIAL as a cluster, rolled up from its three standards. A.1 is partly practised: units help the student read a density as a quotient, tell a rate in feet per second from a height or a total change in feet, and (Algebra II) tell a time in hours from a count of doublings; no item touches the scale or origin of a graph. A.2 (define the quantities for a model) and A.3 (choose a level of accuracy) are not practised: the quantities are always handed to the student, and rounding is always set by the item ('To the nearest degree'). |
| G.N-Q.A.1 | PARTIAL | oak-solids-modeling:L3 + oak-functions:L3 + oak-logarithms:L4 'A town has 600 residents on 30 km². What is its population density?' (Solids & Modeling level 3): every choice is in people/km², and the explanation says multiplying 'scrambles the units (resident·km²)'. Functions level 3 (Algebra I) asks which statement interprets a thrown ball's average rate of change ('A ball's height, in feet, t seconds after it is thrown upward is h(t) = −16t² + 56t + 5…'); the key is a rate in feet per second, and a wrong choice reads that number as a height ('at t = 3, the ball is 24 feet above the ground') or as a total change in feet. Logarithms level 4 (Algebra II): 'A culture of 200 cells doubles every 6 hours, so N(t) = 200 · 2^(t/6). After how many hours will it reach 6400 cells?', where one wrong choice that can be dealt, '5 hours', is the number of doublings, not hours. ▶ Play a live item from this skill |
Units guide the reading in three places: a density as people per km² (a quotient), a multi-step rate in feet per second told apart from a height or a total change in feet, and (Algebra II) a time in hours told apart from a count of doublings. The student never chooses or converts a unit, and units never steer the geometry course's multi-step work: the volume items are unitless ('in terms of π'), and in the ladder and shadow items (Similarity & Trig level 5) every choice carries the same unit. No item asks the student to choose or interpret the scale or the origin of a graph or data display; the Logarithms level 4 items on why earthquake magnitude, decibels and pH use a logarithmic scale are about a scale of measurement, not the scale of a graph. |
| G.N-Q.A.2 | NOT COVERED | No item asks the student to define or pick the quantities for a model. The silo item names every quantity: 'A silo is a cylinder of radius 6 and height 5 topped by a cone of radius 6 and height 3. What is the total volume, in terms of π? (cone: ⅓πr²h)' (Solids & Modeling level 3). |
Defining appropriate quantities for descriptive modeling is not practised. The contextual geometry items (the silo, a town's population density, ladders, shadows, ramps, kites) hand the student the quantities, and often the model, and the student computes with them. Arizona's added sentence about real-world problem solving only widens the demand. |
| G.N-Q.A.3 | NOT COVERED | Precision is always set by the item: 'A ramp 10 feet long rises 6 feet above the ground. To the nearest degree, what angle does the ramp make with the ground?' (Similarity & Trig level 5); the volume items ask for answers 'in terms of π'. |
No item asks the student to choose a level of accuracy or to weigh the limits of a measurement. The angle items round to the nearest degree because the prompt says so, and the volume items keep π exact. |
| G.G-CO.A | PARTIAL | oak-transformations-hs:L1-L3 'Reflect (4, 3) across the x-axis.' (level 1); 'Which rotation about its center carries a regular decagon (10 sides) onto itself?' (level 2); 'The transformation (x, y) → (x + 4, y − 2) is a function on the plane. What does it do to every point?' (level 3). ▶ Play a live item: level 1 · level 2 · level 3 |
PARTIAL as a cluster, rolled up from its five standards. A.2, A.3 and A.5 are partly practised, always by choosing among three options: images of single points, what a coordinate rule does to every point, the symmetries of rectangles, regular polygons and other figures, and a two-reflection sequence for one point. A.1 (precise definitions of angle, circle, perpendicular and parallel line, segment) and A.4 (developing definitions of the rigid motions) are not practised. 'Experiment' is not met either: the student never moves a figure. |
| G.G-CO.A.1 | NOT COVERED | No item asks what an angle, circle, perpendicular line, parallel line or line segment is. |
The terms are used, never defined, and nothing builds them from point, line, distance along a line or distance around a circular arc. Coordinate Geometry level 1 applies the slope tests ('A line has slope 4. What is the slope of a line PERPENDICULAR to it?'), Transformations names lines of symmetry, and Solids & Modeling slices a cone parallel to its base; none of these asks for a definition. |
| G.G-CO.A.2 | PARTIAL | oak-transformations-hs:L1/L3 + oak-adv-functions:L3 'The transformation (x, y) → (x + 4, y − 2) is a function on the plane. What does it do to every point?' (level 3; key 'translates it 4 right and 2 down', beside 'rotates it about the origin' and 'stretches it away from the origin'). Points go in and come out: 'Rotate (2, 6) by 180° about the origin.' (level 1); 'The point (3, 2) rotates 90° counterclockwise about the origin. Where does it land?' (level 3). Function Operations level 3 (Algebra II) describes a stretch point by point: 'g(x) = 3f(x). What happens to each point (x, y) of f's graph to give g's graph?' (key 'every y-coordinate is multiplied by 3'). ▶ Play a live item: level 1 · level 3 |
Transformations are met as functions on points: rules are applied to single points, one item names what a translation rule does to every point, and Function Operations level 3 names what k·f(x), f(x)/k, f(kx) or −k·f(x) does to every point of a graph, always chosen from three. The student never represents a transformation (writes its rule or draws it) or describes one in their own words. The comparison clause is missing: rigid motions (Transformations) and stretches (Function Operations) are met in separate skills, but no item asks which transformations preserve distance and angle and which do not. |
| G.G-CO.A.3 | PARTIAL | oak-transformations-hs:L2 'How many lines of symmetry does a non-square rectangle have?'; 'Which rotation about its center carries a regular decagon (10 sides) onto itself?'; 'Which figure has no line of symmetry and maps onto itself under a rotation of 180° (and no smaller turn)?' (key: a parallelogram that is not a rectangle or a rhombus). ▶ Play a live item from this skill |
All four figure types appear at level 2: rectangles (how many lines of symmetry, the smallest turn, which offered line is a line of symmetry of a rectangle given by its four vertices), regular polygons (lines, smallest turn, which turn carries an octagon, nonagon, decagon or dodecagon onto itself, where a labeled pentagon or hexagon vertex lands), and a parallelogram and an isosceles trapezoid in the reverse form, where the symmetries are given and the figure is picked. 'Describe' asks the student to produce the description, and every item offers three choices, so the describing itself is missing. A trapezoid that is not isosceles never appears. |
| G.G-CO.A.4 | NOT COVERED | No item asks the student to define a rotation, reflection or translation in terms of angles, circles, perpendicular lines, parallel lines or segments. |
Defining properties appear only in the explanations shown after an answer, which earn no credit: a translation 'moves every point by the SAME vector' (level 3), and a reflection 'keeps those two vertices fixed and swaps the others in pairs, at equal distances on either side' (level 2). The items themselves compute images of points and symmetries of figures. |
| G.G-CO.A.5 | PARTIAL | oak-transformations-hs:L2/L3 'Which sequence carries (3, 2) to (−3, 2) and then to (−3, −2)?' (level 3; key 'a reflection across the y-axis, then a reflection across the x-axis'); 'The vertices of regular pentagon ABCDE are labeled in counterclockwise order. A rotation of 144° clockwise about its center carries the pentagon onto itself. Where does vertex A land?' (level 2). ▶ Play a live item: level 2 · level 3 |
Every item is multiple choice, so the student never draws a transformed figure: single points are rotated, reflected or translated (levels 1 and 3), and one labeled vertex of a regular pentagon or hexagon is followed under a symmetry (level 2). The sequence items carry one point through two reflections, chosen from three; no item gives two figures and asks for a sequence that carries one onto the other. |
| G.G-CO.B | PARTIAL | oak-transformations-hs:L2/L4 'Two triangles share three pairs of equal sides. Which criterion guarantees they are congruent?' (level 4) ▶ Play a live item: level 2 · level 4 |
PARTIAL as a cluster: B.6 and B.8 are partly practised, B.7 is not. The SSS, SAS and ASA criteria are recognized from the givens (level 4), and the effect of a given rotation or reflection of a regular pentagon or hexagon is predicted one vertex at a time (level 2), always from three choices. No item connects congruence to rigid motions: none decides whether two figures are congruent by finding a rigid motion, shows the sides-and-angles correspondence, or explains why a criterion follows, and AAS never appears. |
| G.G-CO.B.6 | PARTIAL | oak-transformations-hs:L2 'In regular hexagon ABCDEF, the line through A and D is a line of symmetry. When the hexagon is reflected across that line, where does vertex B land?' (level 2; key: vertex F) ▶ Play a live item from this skill |
The first clause is met in part: given a rotation or reflection of a regular pentagon or hexagon, the student predicts where one labeled vertex lands, choosing from three, and level 1 applies coordinate rules to single points ('Reflect (4, 3) across the x-axis.'). The student never transforms a whole figure. The second clause is not practised: no item gives two figures and asks whether a rigid motion carries one onto the other, so congruence is never decided this way. (Kansas's G.CO.5 carries only that second clause, which is why its row is NOT COVERED.) |
| G.G-CO.B.7 | NOT COVERED | No grades 9-12 item asks whether two triangles' corresponding sides and angles are congruent, or uses a rigid motion to relate two triangles. The nearest items, the congruence criteria at Transformations level 4 (oak-transformations-hs:L4), name the criterion for a package of three givens: 'Two triangles share two pairs of equal sides and the equal angle BETWEEN them. Which criterion guarantees they are congruent?' (key SAS). |
'Show' is not practised, and neither is the statement it asks the student to show: no item uses rigid motions to argue either direction (congruent triangles have all six pairs of corresponding parts congruent; all six pairs congruent make the triangles congruent), and no item names corresponding parts at all. The level 4 items practise naming SSS, SAS or ASA from three choices, which is the content of G.G-CO.B.8 and is credited there. 'Rigid motions' appears only in the explanation shown afterward ('it pins the triangle down up to rigid motions'), which earns no credit. (Kansas G.CO.4, worded the same, is PARTIAL on these items; here the criterion naming is left to G.G-CO.B.8, because none of this standard's own content is practised.) |
| G.G-CO.B.8 | PARTIAL | oak-transformations-hs:L4 'Two triangles share two pairs of equal angles and the equal side BETWEEN them. Which criterion guarantees they are congruent?' (level 4; key ASA) ▶ Play a live item from this skill |
Students name the criterion that matches a package of givens (SSS, SAS or ASA), choosing from three. 'Explain' is not practised: no item asks how a criterion follows from the definition of congruence in terms of rigid motions, and choosing a name is not explaining; the reasoning appears only in the explanation shown afterward. AAS, which Arizona lists, never appears. |
| G.G-CO.C | NOT COVERED | No item asks the student to prove a theorem about lines and angles, triangles or parallelograms, or to supply or order the steps of a proof. |
None of the cluster's three standards is practised. The nearest high school items only classify or use: Coordinate Geometry level 1 decides from side slopes whether four points form a rectangle, a parallelogram or neither, and the Similarity & Trig level 2 AA item rests on the angle sum ('two equal angles force the third'). Neither proves anything. |
| G.G-CO.C.9 | NOT COVERED | No high school item mentions vertical angles, a transversal line, or a perpendicular bisector. |
The named theorems are neither proved nor used in the grades 9-12 skills; Coordinate Geometry uses the slope tests for parallel and perpendicular lines, which are never proved. Shapes & Geometry, a K-8 skill a high-school student can open, asks for vertical, corresponding and alternate interior angle measures, but that review content is not credited, and it uses the theorems rather than proving them. |
| G.G-CO.C.10 | NOT COVERED | No item practises the angle-sum, isosceles base-angle, midsegment or medians theorems. |
The 180° angle sum shows up only in passing: in the right answer to the Similarity & Trig level 2 AA item ('they are similar — two equal angles force the third (the AA criterion)') and in its explanation, which computes the third angle; that item practises similarity. An isosceles triangle appears only as a figure in a Transformations symmetry item. Nothing is proved. |
| G.G-CO.C.11 | NOT COVERED | No item uses or proves the parallelogram theorems (opposite sides or angles congruent, diagonals bisecting each other, a rectangle's congruent diagonals). |
Parallelograms appear only as figures to classify: Coordinate Geometry level 1 asks whether four points form 'a rectangle', 'a parallelogram, not a rectangle' or 'not a parallelogram', judged by side slopes, and Transformations level 2 picks a parallelogram from its symmetries. No proof items. |
| G.G-CO.D | NOT COVERED | No item in the grades 9-12 skills is a geometric construction with any tool. |
Neither standard in the cluster is practised: no compass-and-straightedge, paper-folding or software construction, and no inscribed polygon. The nearest thing in the app is the dot-grid drawing in the K-8 Shapes & Geometry skill (a line of symmetry, a parallel or perpendicular line), which is drawing, not construction, and is not credited. |
| G.G-CO.D.12 | NOT COVERED | No item copies or bisects a segment or an angle, or constructs a perpendicular line, a perpendicular bisector or a parallel line through a point. |
Formal construction with any tool is not practised, and no item even asks for a construction's steps. Coordinate Geometry level 1 finds the equation of the line through a point parallel or perpendicular to a given line ('Which line passes through (3, 2) and is PERPENDICULAR to y = 3x + 2?'), which is algebra on slopes, not a construction. |
| G.G-CO.D.13 | NOT COVERED | No item constructs an equilateral triangle, a square or a regular hexagon inscribed in a circle. |
No circle construction is served. Regular hexagons, squares and equilateral triangles appear only in Transformations level 2 symmetry items (how many lines of symmetry, the smallest turn that carries the figure onto itself, where a labeled hexagon vertex lands under a reflection). |
| G.G-SRT.A | PARTIAL | oak-similarity-trig:L1,L2 Similar triangles are scaled by a ratio ('Two triangles are similar with ratio 3. The smaller has sides 5 and 9. How long is the larger triangle's longest given side?', Level 1) and judged by their angles ('One triangle has angles of 50° and 40°; so does another. What follows, and why?', Level 2). ▶ Play a live item: level 1 · level 2 |
This cluster stays PARTIAL like its parts: G-SRT.A.1 is NOT COVERED, A.2 and A.3 are PARTIAL. Similarity is practised through scale ratios (Level 1), the AA criterion (Level 2) and a right triangle's ratio carried to a similar one (Level 3), but never in terms of similarity transformations. No high school item contains a dilation ('dilat' has zero hits in contentOak.ts): the Transformations items use only reflections, rotations and translations, and 'stretches it away from the origin' appears only as a wrong choice. No item verifies a property of dilations, decides similarity by a dilation plus rigid motions, explains similarity through transformations, or establishes the AA, SAS or SSS similarity criteria. (A grade 8 Coordinate Grid item asks how a dilated figure relates to the original; it is outside the high school courses and is not credited.) |
| G.G-SRT.A.1 | NOT COVERED | No high school item mentions a dilation, a center of dilation or a scale factor applied from a center ('dilat' has zero hits in contentOak.ts). |
Neither property is verified, experimentally or otherwise. (a) No item shows a line carried to a parallel line, or a line through the center left unchanged. (b) The nearest item is Similarity & Trig Level 1, which multiplies the sides of a similar triangle by a ratio of 2, 3 or 4 ('Two triangles are similar with ratio 3. The smaller has sides 5 and 9...'). That is a given similarity, not the dilation of a segment from a center, and a segment never gets shorter. 'Verify experimentally' is a conduct verb the app does not meet. |
| G.G-SRT.A.2 | PARTIAL | oak-similarity-trig:L1-L3 Level 2: 'One triangle has angles of 50° and 40°; another has 50° and 45°. What follows, and why?' (key: 'nothing follows — one shared angle is not enough to relate them'). Level 3: 'Two right triangles each have an acute angle A of the same measure. In the smaller one, the side opposite A is 8 and the hypotenuse is 17. In the larger one, the hypotenuse is 34. What is sin(A) in the larger triangle?' (key 8/17). ▶ Play a live item: level 1 · level 2 · level 3 |
Deciding whether two triangles are similar is practised, but only by the AA angle test (half the Level 2 deals share just one angle, where nothing follows), never by the definition in terms of similarity transformations: no item uses a dilation followed by rigid motions to carry one figure onto another, and only triangles are ever compared. Equal angles (Level 2) and sides scaled by one ratio (Levels 1 and 3) each appear, but the 'explain using similarity transformations' clause is unserved: Level 2 asks 'What follows, and why?', yet the reason is chosen from three options (choosing is not explaining) and no option mentions a similarity transformation; the fuller reasoning lives only in the explanation shown after an answer, which earns no credit. The one Writing Coach prompt in this skill (why two right triangles with a 30° angle share the ratio opposite/hypotenuse) argues by AA, not by transformations. |
| G.G-SRT.A.3 | PARTIAL | oak-similarity-trig:L2 'One triangle has angles of 50° and 40°; so does another. What follows, and why?' Key: 'they are similar — two equal angles force the third (the AA criterion)'. ▶ Play a live item from this skill |
The AA criterion is applied, with the angle-sum reason chosen among three options, but it is never established from the properties of similarity transformations: no high school item contains a dilation, and choosing among three options does not meet 'establish'. SAS and SSS similarity never appear; the only SAS and SSS items are congruence criteria in Transformations Level 4 ('Two triangles share three pairs of equal sides. Which criterion guarantees they are congruent?'). |
| G.G-SRT.B | PARTIAL | oak-similarity-trig:L1-L3 + oak-transformations-hs:L4 'Two triangles share two pairs of equal sides and the equal angle BETWEEN them. Which criterion guarantees they are congruent?' (Transformations Level 4); 'Two triangles are similar with ratio 3. The smaller has sides 5 and 9. How long is the larger triangle's longest given side?' (Similarity & Trig Level 1). ▶ Play a live item: level 1 · level 2 · level 3 |
This cluster stays PARTIAL like its parts: G-SRT.B.4 is NOT COVERED and B.5 is PARTIAL. No item proves any theorem: the triangle proportionality theorem, its converse and the Pythagorean Theorem proved through similarity appear in no item. Congruence criteria are recognised and similar-triangle sides are found, but no relationship in a figure is proved and no similarity or congruence problem is set in a real-world context. |
| G.G-SRT.B.4 | NOT COVERED | No high school item has a line parallel to one side of a triangle or asks for a proof. The Pythagorean Theorem is only applied, e.g. 'In a right triangle, cos(A) = 21/29 and the hypotenuse measures 29. How long is the leg opposite A?' (Similarity & Trig Level 5). |
'Prove' needs a written proof, and no high school item asks for one or for its steps. Neither named theorem is practised even as a fact: no item divides two sides of a triangle proportionally with an interior parallel line or uses the converse, and no item proves the Pythagorean Theorem through similar triangles; it is used in Similarity & Trig Level 5 and in Coordinate Geometry but never proved. The AA item (Level 2) is not one of the theorems Arizona lists here and is credited to G-SRT.A.3. |
| G.G-SRT.B.5 | PARTIAL | oak-similarity-trig:L1-L3 + oak-transformations-hs:L4 Congruence criteria are named: 'Two triangles share two pairs of equal sides and the equal angle BETWEEN them. Which criterion guarantees they are congruent?' (Transformations Level 4). Similarity solves bare problems: 'Two triangles are similar with ratio 3. The smaller has sides 5 and 9. How long is the larger triangle's longest given side?' (Level 1), and AA carries a ratio to a larger right triangle (Level 3). ▶ Play a live item: level 1 · level 2 · level 3 |
Criteria are recognised and used to solve bare problems, but two clauses are missing. No item uses congruence or similarity criteria to prove a relationship in a figure (no proof, and no chain of reasoning to complete). No similarity or congruence problem is set in a real-world context: the applied items at Level 5 (ladders, shadows, ramps, kites, guy wires) are solved with trig ratios and the Pythagorean Theorem, not with congruence or similarity criteria. |
| G.G-SRT.C | PARTIAL | oak-similarity-trig:L3-L5 'Right triangle: side opposite A = 3, adjacent side = 4, hypotenuse = 5. What is tan(A)?' (Level 3); 'sin(35°) = cos(?°)' (Level 4); 'A ramp 10 feet long rises 6 feet above the ground. To the nearest degree, what angle does the ramp make with the ground?' (Level 5). ▶ Play a live item: level 3 · level 4 · level 5 |
This cluster stays PARTIAL like G-SRT.C.7: C.6 and C.8 are FULL, but the 'explain' half of C.7 is unserved. Defining: the ratios are read by side position, from lettered triangles and from the other acute angle, and shown unchanged in a similar right triangle. Solving: a ratio then the Pythagorean Theorem, ladders and shadows, and angles to the nearest degree by inverse sine or cosine, in English and Spanish. Missing: no item asks the student to explain why the sine of an angle equals the cosine of its complement. |
| G.G-SRT.C.6 | FULL | oak-similarity-trig:L3 'Two right triangles each have an acute angle A of the same measure. In the smaller one, the side opposite A is 8 and the hypotenuse is 17. In the larger one, the hypotenuse is 34. What is sin(A) in the larger triangle?' (key 8/17); 'In right triangle ABC, the right angle is at C. Which ratio equals sin(A)?' ▶ Play a live item from this skill |
Arizona's verb is 'understand' (Kansas rewrote it as 'show'), and Level 3 practises each part in multiple choice, in English and Spanish. That by similarity a side ratio belongs to the angle: two right triangles share an acute angle and the student finds the ratio unchanged in the larger one, against a ratio that mixes the two triangles and one that scales only one side. The definitions for acute angles: sine, cosine and tangent read by side position from given lengths, from a lettered triangle, and from the other acute angle ('A right triangle has acute angles A and B. The side opposite A is 3, the side adjacent to A is 4, and the hypotenuse is 5. What is sin(B)?'). The Writing Coach prompt on the 30° triangles is extra; the verdict rests on the multiple-choice items. |
| G.G-SRT.C.7 | PARTIAL | oak-similarity-trig:L3,L4 'sin(35°) = cos(?°)' (key 55), dealt for eleven angles. ▶ Play a live item: level 3 · level 4 |
'Use' is practised: sin(A°) = cos(?°) for eleven angles from 15° to 70° at Level 4, and Level 3 asks for sin(B), cos(B) or tan(B) in a right triangle whose sides are named from A ('A right triangle has acute angles A and B. The side opposite A is 3, the side adjacent to A is 4, and the hypotenuse is 5. What is sin(B)?'), which uses sin(B) = cos(A). 'Explain' is not: no item asks the student to explain why the sine of an angle equals the cosine of its complement. The reason appears only in the explanation shown after an answer, which earns no credit. |
| G.G-SRT.C.8 | FULL | oak-similarity-trig:L5 'A 10-foot ladder leans against a vertical wall. The angle A between the ladder and the ground has cos(A) = 3/5. How high up the wall does the ladder reach?'; 'A flagpole casts a shadow 12 m long on level ground. At that moment the sun's angle of elevation, θ, has tan(θ) = 4/3. How tall is the flagpole?'; 'A ramp 10 feet long rises 6 feet above the ground. To the nearest degree, what angle does the ramp make with the ground?' ▶ Play a live item from this skill |
Every clause is practised at Level 5, in English and Spanish. Trig ratios in context: a tree's, flagpole's, building's or radio tower's height from its shadow and tan θ. Inverse ratios in context: the angle of a ramp, ladder, kite string or guy wire to the nearest degree by inverse sine or cosine. The Pythagorean Theorem in context: a ladder's height or foot found from a ratio and then the Pythagorean Theorem. Bare two-step items (a ratio, then the Pythagorean Theorem) are dealt as well. Inverse tangent is not used, which the standard does not require. |
| G.G-C.A | NOT COVERED | No high school item treats circle theorems: no circle similarity, inscribed, central or circumscribed angles, chords, tangent lines, or inscribed and circumscribed circles. Circles appear only in Solids & Modeling, as cross-sections ('A plane slices a sphere. What shape is every possible cross-section?') and in cylinder, cone and sphere volumes. |
No circle content of this kind is served; this cluster is outside what the app practises, and its three standards are all NOT COVERED. |
| G.G-C.A.1 | NOT COVERED | No item asks the student to prove, or even consider, that all circles are similar. |
No item argues or states that all circles are similar, and no high school item contains a dilation that could carry one circle onto another. In the high school skills, circles appear only in Solids & Modeling, as cross-sections and in cylinder, cone and sphere volumes. |
| G.G-C.A.2 | NOT COVERED | No item involves inscribed, central or circumscribed angles, chords, or a line tangent to a circle. |
No relationship among inscribed angles, radii and chords is practised, nor the right angle inscribed on a diameter or the radius perpendicular to a tangent. 'Tangent' appears only as the right-triangle ratio in Similarity & Trig. |
| G.G-C.A.3 | NOT COVERED | No item constructs the inscribed or circumscribed circle of a triangle or treats a quadrilateral inscribed in a circle. |
Both clauses are unserved. No geometric construction of any kind is served, and no item states, uses or proves that the opposite angles of a quadrilateral inscribed in a circle are supplementary. |
| G.G-C.B | NOT COVERED | No high school item finds an arc length or the area of a sector, or mentions radians. |
Not served in the high school courses; its one standard, G-C.B.5, is NOT COVERED. Outside the high school courses, Shapes & Geometry Level 11 (a grade 8 level) computes arc lengths and sector areas as θ/360 of the circle; it is not grades 9-12 content and is not credited. |
| G.G-C.B.5 | NOT COVERED | No item derives that arc length is proportional to the radius, defines or mentions the radian, derives the sector-area formula, or converts between degrees and radians ('radian' has zero hits in contentOak.ts). |
Every clause is unserved, including Arizona's added sentence 'Convert between degrees and radians': no high school skill, Algebra II included, uses radian measure. Outside the high school courses, Shapes & Geometry Level 11 (grade 8) computes arc lengths and sector areas as θ/360 of the circle ('A 120° arc on a circle of radius 9: what is its length, in terms of π?'), which applies the formulas instead of deriving them and is not credited. |
| G.G-GPE.A | NOT COVERED | No grades 9-12 item gives or asks for the equation of a circle or any other conic. The only circles in the grades 9-12 skills are the cross-sections and the bases of solids in Solids & Modeling. |
Nothing translates between a conic section's geometric description and its equation. The cluster's one standard, G.G-GPE.A.1, is NOT COVERED, so the cluster is too. |
| G.G-GPE.A.1 | NOT COVERED | Nearest item, not credited: oak-quadratics:L4 "Complete the square: x² − 8x + 14 in vertex form.", a one-variable quadratic, never a circle. |
No item derives the equation of a circle from its center and radius with the Pythagorean Theorem, and no item gives a circle's equation to complete the square on. Completing the square is practised only on one-variable quadratics for vertex form (oak-quadratics:L4), and the Pythagorean Theorem only finds a side of a right triangle (oak-coordinate-geo:L2 perimeters, oak-similarity-trig:L5). Neither clause of the standard is met. |
| G.G-GPE.B | PARTIAL | oak-coordinate-geo:L1-L4 "Quadrilateral ABCD has vertices A(0, 0), B(2, 1), C(0, 5), and D(−2, 4). Judging by the slopes of its sides, what is ABCD?" (L1); "Which point partitions the directed segment from A(−2, 1) to B(6, −3) in the ratio 1:3?" (L4) ▶ Play a live item: level 1 · level 2 · level 3 · level 4 |
This cluster stays PARTIAL like all four of its parts. Partitioning a directed segment (B.6) is asked, but in about nine deals in ten the choices can be told apart by the direction of the ratio alone, not its size. The coordinate work behind B.4, B.5 and B.7 is practised as multiple choice, but no item asks for a proof: not of a figure's type, not of whether a point lies on a circle, not of the slope criteria. No item involves a circle. Perimeter and area are asked only for right triangles and for triangles with a base on the x-axis, never for a rectangle. |
| G.G-GPE.B.4 | PARTIAL | oak-coordinate-geo:L1 "Quadrilateral ABCD has vertices A(0, 0), B(2, 1), C(0, 5), and D(−2, 4). Judging by the slopes of its sides, what is ABCD?" Choices: a rectangle / a parallelogram, not a rectangle / not a parallelogram. ▶ Play a live item from this skill |
The student computes four side slopes from given points and decides whether the figure is a rectangle, a parallelogram or neither, but picks that verdict from three choices. No item asks for the algebraic proof or disproof itself, and the figures are judged by slope only, never by distance or midpoint. The second relationship Arizona names, proving or disproving that a specific point lies on a given circle, is never asked: no grades 9-12 item uses a circle's equation. |
| G.G-GPE.B.5 | PARTIAL | oak-coordinate-geo:L1 "Which line passes through (3, 2) and is PERPENDICULAR to y = 3x + 2?" (key y = −(1/3)x + 3); "Line AB passes through A(0, 1) and B(2, 4); line CD passes through C(1, −1) and D(−2, 1). Are the lines parallel, perpendicular, or neither?" ▶ Play a live item from this skill |
The use clause is practised. The student finds the line through a given point that is parallel or perpendicular to a given line (its equation picked from three), decides whether two lines given by points are parallel, perpendicular or neither, classifies quadrilaterals by side slopes, and recalls slopes ('A line has slope 3. What is the slope of a line PERPENDICULAR to it?'). Proving the slope criteria is not asked anywhere. The reason that perpendicular slopes multiply to −1 appears only in the explanation after the answer, which earns no credit. Audit note (verdict unchanged): in the perpendicular deals of the through-a-point item, the key is the only choice with slope −1/m (the others have slope m and 1/m), so slope alone picks it; only the parallel deals, whose wrong line has the right slope and a sign slip in b, need the point substituted. |
| G.G-GPE.B.6 | PARTIAL | oak-coordinate-geo:L4 "Which point partitions the directed segment from A(−2, 1) to B(6, −3) in the ratio 1:3?" Key (0, 0); the other choices are the 3:1 point (4, −2) and either the midpoint (2, −1) or the point stepped the wrong way from A, (−4, 2). ▶ Play a live item from this skill |
Audit: FULL moved to PARTIAL. Level 4 asks for the partition point (eight ratios, any direction, negative coordinates, chosen from three), but the choices seldom depend on the size of the ratio, only on which end it leans toward. The wrong choices are the reversed-ratio point, plus the midpoint, a point one part off, or the right distance stepped the wrong way from A. So the choice that lies between A and B and is nearest the end the ratio leans toward (A when the first number is smaller) is the key in 89% of 20,000 simulated deals of the shipped generator. The exact point m/(m+n) of the way from A decides the answer only for 2:3 and 3:2 when the third choice is the point one part off, about one deal in nine. The common slip of reading m:n as m/n of the way (1:3 as one third of the way) is never a choice, except the midpoint for 1:2, and a student who makes it and takes the nearest choice still lands on the key in 69% of deals. The old position tell is gone (the key was nearest A in 44% of deals, in the middle 34%, farthest 22%, which matches the mapper's figures), but the item mostly checks the direction of the ratio, not where the point is. Missing: finding the point at the given ratio, checked by choices or a typed answer that only the right m/(m+n) computation reaches. Held level with the Missouri twin (MO G.GPE.B.5, PARTIAL); under-claimed while unsure. |
| G.G-GPE.B.7 | PARTIAL | oak-coordinate-geo:L2-L3 "A right triangle has vertices (1, 1), (4, 1), and (4, 5). What is its perimeter?" (L2); "A triangle has vertices (0, 0), (10, 0), and (2, 7). What is its area?" (L3) ▶ Play a live item: level 2 · level 3 |
Perimeters are asked only for right triangles whose legs lie on gridlines (3-4-5, 6-8-10 or 5-12-13), with the hypotenuse found from the coordinates. Areas are asked only for triangles with a base on the x-axis. No item asks for the perimeter of any other polygon (a quadrilateral, or a triangle with more than one slanted side) or for the area of a rectangle. |
| G.G-GMD.A | PARTIAL | oak-solids-modeling:L1-L3 "A silo is a cylinder of radius 6 and height 5 topped by a cone of radius 6 and height 3. What is the total volume, in terms of π? (cone: ⅓πr²h)" (L3) ▶ Play a live item: level 1 · level 2 · level 3 |
This cluster stays PARTIAL like its two parts. Volume formulas are used: bare cylinder, pyramid and sphere volumes at L1 and the silo at L3. But only the silo has a real-world context, so pyramid and sphere volumes never solve a contextual problem. Explaining or verifying a formula happens only through Writing Coach, and only for the cylinder. |
| G.G-GMD.A.1 | PARTIAL | oak-solids-modeling:L1-L3 (Writing Coach explain item xo-volume-formula) With Writing Coach on: "Explain informally why the volume of a cylinder is V = πr²h. Say what the base area has to do with it." Rubric: "Says the base is a circle of area πr²"; "Explains stacking or extending that base area through the height h (layers, or Cavalieri's principle), giving πr²h" ▶ Play a live item: level 1 · level 2 · level 3 |
Analyzing and verifying is asked only for the cylinder, and only through Writing Coach: an explain item that can replace about one Solids & Modeling question in five while a round's explain slot is open, and never on paper, in placement or in duels. A row met only through Writing Coach cannot be FULL. Nothing analyzes or verifies the pyramid or cone formula. L1 applies the pyramid formula ('Volume of a pyramid: base 3 × 4, height 6.'), and the silo prompt prints the cone formula (⅓πr²h). The one-third factor is stated only in the explanation after the answer ('A pyramid is ONE THIRD of its prism'), which earns no credit. |
| G.G-GMD.A.3 | PARTIAL | oak-solids-modeling:L1-L3 "A silo is a cylinder of radius 6 and height 5 topped by a cone of radius 6 and height 3. What is the total volume, in terms of π? (cone: ⅓πr²h)" (L3); "Volume of a sphere of radius 3 (in terms of π)." (L1, no context) ▶ Play a live item: level 1 · level 2 · level 3 |
The formulas are used for all four solids, but Arizona asks for problems in a real-world context, and only one item has one: the silo, a cylinder topped by a cone, with the cone formula printed in the prompt. Pyramid, sphere and stand-alone cylinder volumes are bare computations ('Volume of a pyramid: base 3 × 4, height 6.'), and no contextual problem uses a pyramid or a sphere. The Missouri twin (MO G.GMD.A.2) is FULL, but Arizona's added real-world clause holds this row at PARTIAL. |
| G.G-GMD.B | PARTIAL | oak-solids-modeling:L2 "A plane slices a cone parallel to its base. What is the cross-section?" ▶ Play a live item from this skill |
This cluster stays PARTIAL like its one standard. Three fixed items make up the whole bank: a sphere's cross-section, a cone cut parallel to its base, and a rectangle rotated about a side. No prism, pyramid or cylinder is sliced, no slant cut is asked, and no other solid of rotation appears. |
| G.G-GMD.B.4 | PARTIAL | oak-solids-modeling:L2 "A plane slices a sphere. What shape is every possible cross-section?"; "A plane slices a cone parallel to its base. What is the cross-section?"; "A rectangle rotates a full turn about one of its sides. Which solid does it generate?" ▶ Play a live item from this skill |
Both clauses are touched, but only by three fixed items. L2 deals one of them half the time and a volume item otherwise. The cross-sections are only a sphere cut by any plane and a cone cut parallel to its base. No prism, pyramid or cylinder is sliced, and no cone or pyramid is cut at a slant or through its apex. The only rotation is a rectangle turned about a side, giving a cylinder. No triangle becomes a cone, no semicircle becomes a sphere, and no other solid of rotation appears. |
| G.G-MG.A | PARTIAL | oak-solids-modeling:L3 + oak-similarity-trig:L5 "A town has 600 residents on 30 km². What is its population density?" (oak-solids-modeling:L3) ▶ Play a live item from this skill |
This cluster stays PARTIAL like its parts: A.1 and A.2 are PARTIAL and A.3 is NOT COVERED. Real objects are worked with as shapes (the silo; ladders, ramps, kite strings, guy wires and shadows as right triangles), and density based on area is practised. But no item has the student describe an object by its shapes, no item uses density based on volume, and no design problem is posed. |
| G.G-MG.A.1 | PARTIAL | oak-solids-modeling:L3 + oak-similarity-trig:L5 "A silo is a cylinder of radius 6 and height 5 topped by a cone of radius 6 and height 3. What is the total volume, in terms of π? (cone: ⅓πr²h)" (oak-solids-modeling:L3); "A ladder 20 feet long leans against a vertical wall with its foot 10 feet from the wall. To the nearest degree, what angle does the ladder make with the ground?" (oak-similarity-trig:L5) ▶ Play a live item from this skill |
Real objects are modeled with shapes and their measures: a silo as a cylinder topped by a cone, and ladders, ramps, kite strings, guy wires and shadows as right triangles. The silo question names its shapes, and in every item the student picks a number from three choices. No item asks the student to choose which shape models an object, or to describe an object by its shapes, measures or properties. |
| G.G-MG.A.2 | PARTIAL | oak-solids-modeling:L3 "A town has 600 residents on 30 km². What is its population density?" ▶ Play a live item from this skill |
Density based on area is practised in a real-world context (people per km²). No item uses density based on volume, such as mass, people or energy per cubic unit. |
| G.G-MG.A.3 | NOT COVERED | No grades 9-12 item poses a design problem. Nothing asks the student to design an object or structure to meet constraints or to keep its cost down. |
Every contextual geometry item (the silo, the town's density, ladders, ramps, kites, guy wires, shadows) computes one quantity the question asks for. None asks the student to apply geometric methods to a design problem. |
| Code | Verdict | Evidence (generator · live items) | Audit note — what is practised, what is missing |
|---|---|---|---|
| A2.N-RN.A | PARTIAL | oak-radicals-complex:L1/L2 + oak-exponentials:L2 Radicals & Complex level 1 evaluates and rewrites rational exponents ("8^(2/3) = ?", "27^(−2/3) = ?", "Write with a single rational exponent, for x > 0: √(∛(x^7)).", "Which radical expression equals 7^(2/3)?"); Exponents & Growth level 2 asks "5^(1/2) · 5^(1/2) = ?" and "Write with a rational exponent: ∛(5^2)." Every item is answered by choosing from three options. ▶ Play a live item: level 1 · level 2 |
This cluster stays PARTIAL like its two parts. Rewriting radicals and rational exponents is practised only by picking the equivalent form from three options; no item has the student type a rewritten expression (A2.N-RN.A.2). Explaining how the definition of rational exponents follows from the integer-exponent properties is asked only with Writing Coach on, in one fixed prompt (why 8^(1/3) must equal 2), so A2.N-RN.A.1 is not met outside Writing Coach. |
| A2.N-RN.A.1 | PARTIAL | oak-exponentials:L2 + oak-radicals-complex:L1 "5^(1/2) · 5^(1/2) = ?" (Exponents & Growth level 2; the explanation shown after the answer says this is why 5^(1/2) means √5). With Writing Coach on: "Explain why 8^(1/3) must equal 2. Use the property (a^m)^n = a^(mn) in your reasoning." ▶ Play a live item from this skill |
Without Writing Coach the student only computes with rational exponents: the product b^(1/2) · b^(1/2) in Exponents & Growth level 2 and evaluations such as 8^(2/3) and 25^(3/2) in Radicals & Complex level 1, all chosen from three options. The reasoning that extends the integer-exponent properties appears only in the explanation shown after the answer. The written explanation deals only with Writing Coach on (a paid plan or a live school sponsorship, district switch on), in live rounds only, at most one per round (each Exponents & Growth deal has about a one-in-five chance of being it until the round's single explain slot is used): one fixed prompt, graded against a rubric requiring the power-of-a-power step and the cube-root conclusion. No row whose clause is met only through Writing Coach is marked FULL, so this row stays PARTIAL. |
| A2.N-RN.A.2 | PARTIAL | oak-radicals-complex:L1/L2 + oak-exponentials:L2 Radicals & Complex level 1: "Write with a single rational exponent, for x > 0: √(∛(x^7)).", "Which radical expression equals 7^(2/3)?", "Simplify for x > 0: x^(1/2) · x^(3/4).", "Simplify for x > 0: (x^4)^(3/2).", "Which is √72 in simplest radical form?"; level 2: "2√3 + 3√3 = ?", "√6 · √2 = ?"; Exponents & Growth level 2: "Write with a rational exponent: ∛(5^2)." The student picks the equivalent form from three choices. ▶ Play a live item: level 1 · level 2 |
The properties of exponents are applied to radicals and rational exponents in both directions: nested roots, products and powers of powers of x, negative rational exponents and simplest radical form. 'Rewrite' asks the student to write the new form, but every item has the student choose it from three options; no item has the student type a rewritten expression. |
| A2.N-Q.A | PARTIAL | oak-logarithms:L4 + oak-functions:L3 Units guide the solving of growth and decay models in Logarithms level 4 ("A culture of 200 cells doubles every 6 hours, so N(t) = 200 · 2^(t/6). After how many hours will it reach 6400 cells?", where the choice "5 hours" counts doublings, not hours), and Functions level 3 has the student tell a rate in feet per second from a height in feet. ▶ Play a live item from this skill |
This cluster stays PARTIAL like its parts. Using given units to guide a solution is practised in part (A2.N-Q.A.1), but the student never chooses units and never chooses or interprets the scale or origin of a graph or data display; no item asks the student to define the quantities for a model (A2.N-Q.A.2) or to choose a level of accuracy (A2.N-Q.A.3). |
| A2.N-Q.A.1 | PARTIAL | oak-logarithms:L4 + oak-functions:L3 "A culture of 200 cells doubles every 6 hours, so N(t) = 200 · 2^(t/6). After how many hours will it reach 6400 cells?" (the choice "5 hours" stops at t/6 = 5, which counts doublings, not hours); "A dose of 100 mg of a medication has a half-life of 4 hours. Which function gives the amount left after t hours?" (the exponent must divide the hours by the 4-hour period); "A ball's height, in feet, t seconds after it is thrown upward is h(t) = −16t² + 56t + 5. Which statement interprets the average rate of change of h from t = 0 to t = 1?" (a wrong choice gives a height in feet instead of a rate in feet per second). ▶ Play a live item from this skill |
Units guide multi-step solutions in real contexts only in part. In Logarithms level 4, where half the deals replay level 3, about one deal in twelve builds a growth or decay model from a description and about one in twelve solves a given model for the time; about one Functions level-3 item in four interprets a rate of change whose choices are told apart by their units. The units are always supplied: the student never chooses or converts units, and no item asks the student to choose or interpret the scale or the origin of a graph or data display (the log-scale items are about a measurement scale, not a graph's axis). |
| A2.N-Q.A.2 | NOT COVERED | No item asks the student to define or choose the quantities for a model. The modeling items name them in the prompt: "Which function gives the number of cells after t hours?" (Logarithms level 4) and "Which equation models the months m?" (Linear Equations level 2). |
Defining appropriate quantities for descriptive modeling is not practised: every model item hands the student its quantities and variables, and only the use of those quantities is exercised. |
| A2.N-Q.A.3 | NOT COVERED | Rounding appears only as an instruction that fixes the precision, as in the Similarity & Trig angle items: "To the nearest degree, what angle does the ramp make with the ground?" |
No item asks the student to choose a level of accuracy, or to weigh the limits of a measurement when reporting a quantity in context. |
| A2.N-CN.A | PARTIAL | oak-radicals-complex:L4 "(2 + 3i)(4 + 3i) = ?" and "(2 + 5i) − (4 + 1i) = ?", each answered by choosing from three a + bi options. ▶ Play a live item from this skill |
This cluster stays PARTIAL like its one standard: complex numbers are added, subtracted and multiplied using i² = −1, but the result is always chosen from three options already written in a + bi form, so the student never writes a complex number in that form. |
| A2.N-CN.A.1 | PARTIAL | oak-radicals-complex:L4 Radicals & Complex level 4, in English and Spanish: "(2 + 3i)(4 + 3i) = ?" (half the deals; one wrong choice, 17 + 18i, forgets that i² = −1), "(5 + 3i) + (1 + 4i) = ?" and "(2 + 5i) − (4 + 1i) = ?" (about a quarter each). The answer is chosen from three a + bi options. ▶ Play a live item from this skill |
Applying i² = −1 with the distributive property to add, subtract and multiply complex numbers is practised (the clause Kansas N.CN.2 rates FULL). Arizona's second sentence, 'Write complex numbers in the form (a + bi)', is not: every item offers three answers already written in a + bi form, so the student never writes one, and no item gives a complex number in another form (such as √−16 or 3 + 2i²) to put into a + bi form. |
| A2.N-CN.C | NOT COVERED | No item asks for the complex solutions of a quadratic equation or uses complex numbers in a polynomial identity. |
This cluster's one standard, A2.N-CN.C.7, is not practised. Complex numbers appear only as arithmetic in Radicals & Complex level 4 and never in a polynomial identity or equation. |
| A2.N-CN.C.7 | NOT COVERED | Quadratics level 5 deals "Solve with the quadratic formula: x² + 4x + 13 = 0." with a negative discriminant in about three deals in twenty, and its answer is "no real solutions"; the complex solutions −2 ± 3i are never offered or asked for. |
No item asks for the a ± bi solutions of a quadratic. Quadratics level 5 deals two real roots, one repeated root, or a negative discriminant answered 'no real solutions'; Quadratics level 4 completes the square on trinomials whose zeros are sometimes complex (x² − 4x + 10 = (x − 2)² + 6) but asks only for the vertex form; and the complex arithmetic in Radicals & Complex level 4 is never used to solve an equation. |
| A2.A-SSE.A | PARTIAL | oak-quadratics:L1/L2/L4 + oak-poly-rational:L4 "Factor: x² − 2x − 15. Write it as the product of two binomials." (typed, in about half of Quadratics level-2 deals). ▶ Play a live item: level 1 · level 2 · level 4 |
This cluster stays PARTIAL like its one standard: quadratics are rewritten by a named operation (multiply binomials, add polynomials, factor a trinomial with leading coefficient 1, complete the square), but the student never uses structure to decide how to rewrite, and the factoring patterns and rational expressions Arizona names are barely served. |
| A2.A-SSE.A.2 | PARTIAL | oak-quadratics:L1/L2/L4 + oak-poly-rational:L4 Quadratics, in English and Spanish: "(x + 5)(x + 2) = ?" and "(4x² + 4x) + (4x² − 2x) = ?" (level 1, chosen from three); "Factor: x² − 2x − 15. Write it as the product of two binomials." (level 2, typed in about half the deals); "Complete the square: x² − 8x + 20 in vertex form." (level 4, chosen from three). Polynomials & Rational level 4: "Solve: (x² − 16)/(x − 4) = 8. What about x = 4?" ▶ Play a live item: level 1 · level 2 · level 4 |
Each Quadratics item names the rewrite to perform ('Factor', 'Complete the square'), so the student never uses an expression's structure to identify how it can be rewritten. Polynomial operations stop at adding two polynomials and multiplying two binomials (no subtraction, no division, nothing above degree 2), and the only factoring pattern is a trinomial with leading coefficient 1 and integer roots: no difference of squares, sum or difference of cubes, common factor, grouping, or expression in quadratic form such as x⁴ − y⁴. The only rational expression rewritten is (x² − a²)/(x − a) = x + a, implied inside one Polynomials & Rational level-4 template whose answer is always that x = a is excluded. |
| A2.A-SSE.B | PARTIAL | oak-quadratics:L2-L4 + oak-radicals-complex:L1 "Factor: x² + 7x + 12. Write it as the product of two binomials." (typed); "Complete the square: x² − 8x + 20 in vertex form." and "Simplify for x > 0: (x^4)^(3/2)." (chosen from three). ▶ Play a live item: level 2 · level 3 · level 4 |
This cluster stays PARTIAL like its parts. Equivalent forms are produced (factored form typed; vertex form and rational-exponent forms chosen), but no item asks the student to choose a form for a purpose, to explain what it reveals outside Writing Coach, or to transform an exponential-function expression (A2.A-SSE.B.3), and nothing on finite geometric series is served (A2.A-SSE.B.4). |
| A2.A-SSE.B.3 | PARTIAL | oak-quadratics:L2-L4 + oak-radicals-complex:L1 "Factor: x² + 7x + 12. Write it as the product of two binomials." (Quadratics level 2, typed); "Complete the square: x² − 8x + 20 in vertex form." (Quadratics level 4) and "Simplify for x > 0: (x^4)^(3/2)." (Radicals & Complex level 1), both chosen from three. With Writing Coach on only: "A ball's height is h(t) = −16(t − 2)² + 70, in feet after t seconds. Interpret the vertex form: what do the 2 and the 70 tell you, and why is 70 a maximum?" ▶ Play a live item: level 2 · level 3 · level 4 |
The student produces factored form (typed in about half of Quadratics level 2) and picks vertex form and rewritten rational-exponent expressions from three options, but each item names the form to produce, so choosing a form is never asked, and the rational-exponent rewrites are bare expressions that represent no quantity. Revealing and explaining a property of a quantity in a real context is asked only through Writing Coach (the ball's height in vertex form, interpreted in writing), which keeps this row PARTIAL. Part c is not practised: no item uses the properties of exponents to transform an expression for an exponential function (such as rewriting 1.15^t as (1.15^(1/12))^(12t) to reveal a monthly rate). The exponent rules are applied only to numeric bases (Exponents & Growth level 1) and to powers of x (Radicals & Complex level 1), and the growth and decay models in Logarithms level 4 are built and solved, never transformed. |
| A2.A-SSE.B.4 | NOT COVERED | Sequence items only find one term from a recursive rule (Exponents & Growth level 4: "Recursive sequence: a(1) = 2, a(n) = 3 · a(n−1). What is a(5)?"); no item sums a geometric series. |
Deriving the formula for the sum of a finite geometric series, and using it to solve problems such as mortgage payments, is not practised: no item adds the terms of a sequence, and no Writing Coach prompt asks for the derivation. |
| A2.A-APR.B | PARTIAL | oak-poly-rational:L2/L3 + oak-quadratics:L3 The Remainder Theorem is applied by evaluating ("p(x) = 3x² + 2x. By the Remainder Theorem, what is the remainder of p(x) ÷ (x − 3)?"), and zeros are read from a factored cubic ("What are the zeros of p(x) = (x − 1)(x − 4)(x + 5)?") or a factorable quadratic ("What are the zeros of f(x) = x² − 3x − 10?"), all chosen from three. ▶ Play a live item: level 2 · level 3 |
This cluster stays PARTIAL like its two parts: the Factor Theorem half (p(a) = 0 exactly when (x − a) is a factor) is never asked, no item uses zeros to construct a rough graph, and no quartic is served. |
| A2.A-APR.B.2 | PARTIAL | oak-poly-rational:L2 "p(x) = 3x² + 2x. By the Remainder Theorem, what is the remainder of p(x) ÷ (x − 3)?" Every level-2 item has this form: the student evaluates p(3) and picks the remainder from three choices. ▶ Play a live item from this skill |
The Remainder Theorem is applied by evaluating, always on a quadratic with no constant term (ax² + bx), and every remainder is a positive number, never 0. Arizona also names the Factor Theorem: no item uses p(a) = 0 to show that (x − a) is a factor, or decides from a factor that p(a) = 0. The level-3 zeros items give the factors already written, so the zero is read off the factor and never tested by evaluating. |
| A2.A-APR.B.3 | PARTIAL | oak-poly-rational:L3 + oak-quadratics:L3 "What are the zeros of p(x) = (x − 1)(x − 4)(x + 5)?" (Polynomials & Rational level 3, and half of level 4) and "What are the zeros of f(x) = x² − 3x − 10?" (Quadratics level 3, where the student must factor first). Zeros are chosen from three. ▶ Play a live item from this skill |
Zeros are identified, but no item uses them to construct a rough graph, or even to choose one: no high-school item draws or shows a graph. Arizona's focus on quadratic, cubic and quartic polynomials "including polynomials for which factors are not provided" is met only for monic quadratics: every cubic arrives already factored and no quartic is served. |
| A2.A-APR.C | NOT COVERED | No item states, proves or uses a polynomial identity. |
This cluster's only standard (A2.A-APR.C.4) is not practised, so the cluster is NOT COVERED like its part. |
| A2.A-APR.C.4 | NOT COVERED | No item proves a polynomial identity or uses one to describe a numerical relationship. Quadratics level 1 multiplies binomials ("(x + 2)(x + 5) = ?"), and the Polynomials & Rational level-4 equation rests on x² − a² = (x − a)(x + a), which only the explanation shown after the answer states. |
Proving polynomial identities, and using them to describe numerical relationships, is not served. |
| A2.A-APR.D | NOT COVERED | No item rewrites a rational expression in another form. |
This cluster's only standard (A2.A-APR.D.6) is not practised, so the cluster is NOT COVERED like its part. |
| A2.A-APR.D.6 | NOT COVERED | No item writes a(x)/b(x) as q(x) + r(x)/b(x). The nearest items are the level-4 equation "Solve: (x² − 16)/(x − 4) = 8. What about x = 4?", where the expression cancels exactly to x + 4 inside the solving, and the level-2 Remainder Theorem items, which find a remainder's value by evaluating p(a), never a quotient. |
Rewriting a rational expression as a quotient plus a remainder over the divisor, by inspection or by long division, is not served. |
| A2.A-CED.A | PARTIAL | oak-linear-equations:L2 + oak-logarithms:L4 Linear equations are typed from a context ("A plan costs a $40 signup fee plus $8 per month. The total paid was $80. Write the equation that models the months m."); an exponential model is chosen from three ("A bacterial culture starts with 200 cells and doubles every 3 hours. Which function gives the number of cells after t hours?"). ▶ Play a live item from this skill |
This cluster stays PARTIAL like its one standard: no inequality is created, and the student never writes a quadratic, rational or exponential equation from a context. |
| A2.A-CED.A.1 | PARTIAL | oak-linear-equations:L2 + oak-logarithms:L4 Linear: "A plan costs a $40 signup fee plus $8 per month. The total paid was $80. Write the equation that models the months m." (typed in about half of the level-2 items outside paper, placement and duels; otherwise "Which equation models the months m?" from three). Exponential: "A bacterial culture starts with 200 cells and doubles every 3 hours. Which function gives the number of cells after t hours?" (chosen from three) and, with the model given, "A culture of 200 cells doubles every 6 hours, so N(t) = 200 · 2^(t/6). After how many hours will it reach 3200 cells?" ▶ Play a live item from this skill |
Equations are created from a real-world context only for linear relationships, and those are typed. The exponential model is chosen from three rather than written, and the item that solves it supplies the model. No quadratic or rational equation is created from a context, and no inequality is created in any high-school skill, although Arizona names inequalities and focuses on linear, quadratic, rational and exponential cases. |
| A2.A-REI.A | PARTIAL | oak-radicals-complex:L3 + oak-poly-rational:L4 + oak-linear-equations:L4 Radical equations are solved and checked for extraneous roots ("Solve √(x + 3) = x − 3."); one rational-equation template asks about an excluded value ("Solve: (x² − 16)/(x − 4) = 8. What about x = 4?"); for linear equations the equivalence-preserving step is chosen ("When solving 4x + 4 = 20, which step produces an EQUIVALENT equation?"). ▶ Play a live item from this skill |
This cluster stays PARTIAL like its two parts: the student never explains a step or writes an argument for a solution method (except in a Writing Coach item, and there only for a linear equation), rational equations are limited to one template, and the student never gives an example of how an extraneous solution arises. |
| A2.A-REI.A.1 | PARTIAL | oak-linear-equations:L4 + oak-radicals-complex:L3 + oak-poly-rational:L4 "When solving 4x + 4 = 20, which step produces an EQUIVALENT equation?" (Linear Equations level 4, chosen from three). For radical and rational equations the conclusion of a check is also chosen: "Solving √x = −3 by squaring gives x = 9. What does the check reveal?" (Radicals & Complex level 3) and "Solve: (x² − 16)/(x − 4) = 8. What about x = 4?" (Polynomials & Rational level 4). ▶ Play a live item from this skill |
'Explain' and 'construct a viable argument' ask the student to produce the reasoning; every item here has the student pick a step or a conclusion from three. The only written argument is a Writing Coach explanation item in Linear Equations (why dividing first and distributing first both solve 3(x + 4) = 27), graded by the writing reviewer, which the published rule does not count toward FULL. No item, written or chosen, asks why each step of a quadratic, rational or radical solution follows from the one before, which is where Arizona extends this standard; the radical and rational items ask only what checking the final candidate shows. |
| A2.A-REI.A.2 | PARTIAL | oak-radicals-complex:L3 + oak-poly-rational:L4 + oak-adv-functions:L2 Radical equations (Radicals & Complex level 3): "Solve 3√x + 4 = 19.", "Solve √(x + 3) = x − 3." (two candidates, one extraneous), "Solve √(2x + 1) = √(x + 5)." (in about two deals in five the only candidate makes both radicands negative), "Solving √x = −3 by squaring gives x = 9. What does the check reveal?". Rational equations: "Solve: (x² − 16)/(x − 4) = 8. What about x = 4?" (Polynomials & Rational level 4) and "f(x) = 12/x + 4, for x ≠ 0. Which input x gives f(x) = 2?" (Function Operations level 2). All chosen from three. ▶ Play a live item from this skill |
Radical equations are solved and extraneous roots rejected by checking. Rational equations are thin: one template with four versions, (x² − a²)/(x − a) = 2a, whose prompt names the suspect value and whose answer is always 'no solution', plus the one-step k/x + h = c. No item clears polynomial denominators and checks which candidates survive. 'Give examples showing how extraneous solutions may arise' is never asked: the student checks candidates the item supplies and never constructs an example. |
| A2.A-REI.B | PARTIAL | oak-quadratics:L3-L5 Quadratics are solved by factoring ("What are the zeros of f(x) = x² − 3x − 10?") and by the quadratic formula ("Solve with the quadratic formula: x² − 8x + 12 = 0."), chosen from three. ▶ Play a live item: level 3 · level 4 · level 5 |
This cluster stays PARTIAL like its one standard: no solving by inspection or by taking square roots, completing the square is never used to solve, and complex solutions are never written as a ± bi. |
| A2.A-REI.B.4 | PARTIAL | oak-quadratics:L2-L5 Factoring: "What are the zeros of f(x) = x² − 3x − 10?" (level 3; level 2 also has the student type the factored form, "Factor: x² + 7x + 12. Write it as the product of two binomials."). Completing the square: "Complete the square: x² − 8x + 14 in vertex form." (level 4). Quadratic formula: "Solve with the quadratic formula: x² − 8x + 12 = 0." (level 5), which also deals a repeated root and, for an equation such as x² + 2x + 5 = 0, the keyed answer 'no real solutions'. ▶ Play a live item: level 2 · level 3 · level 4 · level 5 |
Factoring and the quadratic formula are practised on monic quadratics with whole-number roots. No item solves by inspection or by taking square roots (an equation like x² = 49 never appears). Completing the square stops at vertex form and is never used to solve. The level-4 and level-5 items name their method, and the level-3 zeros items are always factorable monic trinomials, so choosing the method suited to the equation's form is never asked. When the discriminant is negative the keyed answer is 'no real solutions': the student sees that the formula gives no real roots, but never recognizes the solutions as complex or writes them as a ± bi, which Arizona asks for. |
| A2.A-REI.C | NOT COVERED | Every system served is two linear equations (Systems levels 1–3, e.g. "Solve by substitution: y = 3x + 3 and x + y = 11."). |
The cluster's only Algebra 2 standard is the linear-and-quadratic system (A2.A-REI.C.7), which nothing practises, so the cluster is NOT COVERED like its part; the grade-9 linear systems do not meet it. |
| A2.A-REI.C.7 | NOT COVERED | No item pairs a linear equation with a quadratic one or with a circle such as x² + y² = 3. The only systems are linear (Systems levels 1–3: "Solve by substitution: y = 3x + 3 and x + y = 11.", "Solve by elimination: 2x + y = 10 and 2x − y = 6."). |
Solving a linear-and-quadratic system, algebraically or graphically, is not served, and no high-school item shows a graph (graphs come up only in words, as in Function Operations level 3 transformations). |
| A2.A-REI.D | NOT COVERED | No item solves an equation from the graphs of two functions. |
The cluster's only Algebra 2 standard (A2.A-REI.D.11) is not practised, so the cluster is NOT COVERED like its part. |
| A2.A-REI.D.11 | NOT COVERED | No item shows or describes where the graphs of y = f(x) and y = g(x) meet, and none finds a solution approximately from a graph, a table of values or successive approximations. Equations of the named kinds are solved only exactly: an exponential model for the time ("N(t) = 200 · 2^(t/6). After how many hours will it reach 3200 cells?", Logarithms level 4), radical equations (Radicals & Complex level 3) and f(x) = c for a given f (Function Operations level 2). |
Explaining why the x-coordinates of intersection points solve f(x) = g(x), and finding those solutions approximately, in or out of a real-world context, is not served for any function family. |
| A2.F-IF.B | PARTIAL | oak-functions:L3-L4 ▶ Play a live item: level 3 · level 4 |
Rolled up from its two standards, both PARTIAL. A2.F-IF.B.6: average rates of change are computed from formulas and tables and interpreted for a thrown ball and a car, but never estimated from a graph, and only for linear and quadratic functions. A2.F-IF.B.4: the only key feature interpreted in context is a linear cost function's intercept, read from its formula; no graph or table is read for a key feature and no graph is sketched. So the cluster is PARTIAL. |
| A2.F-IF.B.4 | PARTIAL | oak-functions:L4 Functions level 4: 'A repair's cost is C(h) = 15h + 45, where h is hours of labor. What does the 45 represent?' → 'the flat fee, charged even when h = 0' (the intercept read in context, from the formula). The only symmetry item is bare: 'Is f(x) = 3x⁵ − 5x³ even, odd, or neither?' (Function Operations level 3). ▶ Play a live item from this skill |
Practised: interpreting one key feature of a model, the intercept of a linear cost function, in terms of its quantities, from the formula. Missing: no item shows a graph or reads a key feature from a table (the tables in Functions level 3 and Exponents & Growth level 5 are bare x and f(x) values used for a rate or an equation), and no graph is sketched from a verbal description. Outside Writing Coach no item asks where a model is increasing, decreasing, positive or negative, or interprets a relative maximum or minimum (only a Writing Coach prompt reads a ball's maximum height from vertex form); end behavior and periodicity are never asked; symmetry appears only as even/odd of a bare polynomial with no quantities; and none of the exponential, polynomial, logarithmic, rational, trigonometric, root or piecewise functions Arizona lists is interpreted. |
| A2.F-IF.B.6 | PARTIAL | oak-functions:L3 Functions level 3 deals four forms, in English and Spanish: a rate from a formula ('For f(x) = 2x², what is the average rate of change from x = 1 to x = 4?'), from a table of a linear or quadratic function ('The table gives values of a function f. What is the average rate of change of f from x = 0 to x = 3?'), from a linear function's formula or two of its values, and the meaning of a computed rate in context ('A car starts from rest; the distance it has traveled, in meters, t seconds later is d(t) = 2t². Which statement interprets the average rate of change of d from t = 1 to t = 3?' → 'from t = 1 to t = 3, the car covers an average of 8 meters per second'; also a thrown ball's height). ▶ Play a live item from this skill |
Calculating and interpreting an average rate of change from a formula and from a table, in real-world context, is practised. Held PARTIAL: no item shows a graph, so the rate is never estimated from one; and every function whose rate is found is linear or quadratic, never exponential, a higher-degree polynomial, logarithmic, rational, trigonometric, root or piecewise, which Arizona's Algebra 2 list adds. With Writing Coach on, one prompt also has the student compute and interpret a plant's average growth rate in writing. |
| A2.F-IF.C | PARTIAL | oak-quadratics:L2-L4 ▶ Play a live item: level 2 · level 3 · level 4 |
Rolled up from its three standards: A2.F-IF.C.8 is PARTIAL (quadratics are rewritten in factored and vertex form, but no form's properties are explained outside Writing Coach and no exponential function is classified as growth or decay), while A2.F-IF.C.7 (graph functions and show key features) and A2.F-IF.C.9 (compare two functions given in different representations) are NOT COVERED. So the cluster is PARTIAL. |
| A2.F-IF.C.7 | NOT COVERED | No oak-* item draws or shows a graph. Key features are found only symbolically: zeros from a factored form ('What are the zeros of p(x) = (x − 1)(x − 4)(x + 5)?', Polynomials & Rational level 3), and a vertex only in the explanation after the completing-the-square item (Quadratics level 4). |
Graphing a function from its formula, by hand or with technology, and showing its key features on the graph are not practised for any of the function types Arizona lists. |
| A2.F-IF.C.8 | PARTIAL | oak-quadratics:L2-L4 Quadratics level 2 has the student type the factored form ('Factor: x² + 7x + 12. Write it as the product of two binomials.'); level 4 has the vertex form chosen from three ('Complete the square: x² − 8x + 20 in vertex form.' → (x − 4)² + 4); level 3 finds the zeros of f(x) = x² + bx + c by factoring. ▶ Play a live item: level 2 · level 3 · level 4 |
Practised: writing a quadratic in factored form (typed) and choosing its vertex form, with the zeros a factored form reveals read at level 3. Missing: explaining what a form reveals happens only in Writing Coach prompts (a ball's maximum height from vertex form), and only quadratic functions are rewritten to reveal a property. Logarithmic expressions are rewritten in equivalent forms (Logarithms level 3: 'For x > 0 and y > 0, which expression is equivalent to log(x³y)?' → 3 · log(x) + log(y)), but as bare expressions whose new form reveals no property of a function; no polynomial, exponential or rational function is put in an equivalent form. Part b is not practised outside Writing Coach: no item reads a growth or decay rate from an exponential function's base or classifies a given exponential function as growth or decay (the only one is the Writing Coach prompt on N(t) = 500 · 1.2^t). The nearest item, Logarithms level 4, has the student choose the half-life model M(t) = 400 · (1/2)^(t/5) from a description, where one wrong option may use the growth factor 2. |
| A2.F-IF.C.9 | NOT COVERED | No item presents two functions to compare. Each table item involves one function: 'The table shows y for each x. Which equation models it?' (Exponents & Growth level 5). |
Comparing the properties of two functions given in different representations (algebraically, graphically, in tables or by verbal descriptions) is not practised for any function type. |
| A2.F-BF.A | PARTIAL | oak-functions:L4 + oak-exponentials:L5 + oak-logarithms:L4 + oak-adv-functions:L1 ▶ Play a live item from this skill |
Rolled up from its two standards: A2.F-BF.A.1 is PARTIAL (a linear function is typed from a description and an exponential one only for a bare table, exponential models for a situation are only chosen, and a composition is only evaluated at a number), and A2.F-BF.A.2 (write sequences recursively and explicitly) is NOT COVERED. So the cluster is PARTIAL. |
| A2.F-BF.A.1 | PARTIAL | oak-functions:L4 + oak-exponentials:L5 + oak-logarithms:L4 + oak-adv-functions:L1 Functions level 4 (about four deals in ten, interactive rounds): 'A repair costs a flat $45 plus $15 for each hour of labor h. Write the cost function: C(h) = …' (typed). Exponents & Growth level 5 (about one deal in four, interactive rounds): 'The table shows y for each x. Write the equation that models it: y = …' (typed; rows such as 0 | 6, 1 | 18, 2 | 54, 3 | 162). Logarithms level 4: 'A bacterial culture starts with 200 cells and doubles every 3 hours. Which function gives the number of cells after t hours?' (chosen from three). Function Operations level 1: 'f(x) = 3x, g(x) = x + 2. f(g(4)) = ?' ▶ Play a live item from this skill |
Practised: writing a linear function from a real-world description (typed), writing an exponential function y = a · r^x for a bare table of x and y values with no quantities or context (typed), choosing an exponential model from a description, and evaluating a composition at a number. Missing: no exponential model is written for a real-world relationship (those are only chosen from three); no quadratic, polynomial, logarithmic, rational, trigonometric, root or piecewise function is written for a relationship between quantities (a quadratic is typed only from two given zeros, Quadratics level 3: 'Write a quadratic function whose zeros are x = 2 and x = 5. f(x) = …', with no quantities); (a) no item determines a recursive process or steps for calculation from a context (the recursive rules in Exponents & Growth level 4 are given, never built); (b) functions are never added, subtracted, multiplied or divided, a composition is only evaluated at a number for two linear functions and never written as a new function, and no item combines different function types. |
| A2.F-BF.A.2 | NOT COVERED | Exponents & Growth level 4 only computes a term from a given recursive rule: 'Recursive sequence: a(1) = 2, a(n) = 3 · a(n−1). What is a(5)?' |
Nothing this standard asks is practised: no item has the student write an arithmetic or geometric sequence recursively or with an explicit formula, model a situation with a sequence, or translate between the two forms. |
| A2.F-BF.B | PARTIAL | oak-adv-functions:L2-L3 + oak-functions:L5 ▶ Play a live item: level 2 · level 3 |
Rolled up from its two standards, both PARTIAL: A2.F-BF.B.3 identifies transformations of a generic f but never on a graph and never with technology, and A2.F-BF.B.4 finds inverses and swaps a point onto the inverse but never interprets a function and its inverse in a real-world context. So the cluster is PARTIAL. |
| A2.F-BF.B.3 | PARTIAL | oak-adv-functions:L3 + oak-functions:L5 Function Operations level 3, in English and Spanish: 'g(x) = 3f(x). What happens to each point (x, y) of f's graph to give g's graph?' → 'every y-coordinate is multiplied by 3'; 'g(x) = f(x + k). The minimum point of f's graph is (4, 2); the minimum point of g's graph is (1, 2). What is k?' → k = 3; 'Is f(x) = 3x⁵ − 5x³ even, odd, or neither?' Functions level 5: 'How does the graph of f(x) change when it becomes f(x − 3)?' → 'it shifts right by 3 units'. ▶ Play a live item from this skill |
Practised: the effect of f(x) + k and f(x + k) (k positive and negative), k·f(x) (including −k·f(x), a reflection, and f(x)/k) and f(kx) on a generic f; finding k from where a minimum point moved; and deciding even, odd or neither from the algebraic expression. Held PARTIAL: no graph is ever shown, so k is found from stated coordinates rather than from graphs and even and odd are never recognised from a graph; f(kx) is asked only with k positive (a negative k inside appears only as a wrong option); the student never experiments with technology or illustrates an explanation; and no item names a function family from Arizona's list. |
| A2.F-BF.B.4 | PARTIAL | oak-adv-functions:L2 Function Operations level 2, on every deal, chosen from three: 'f(x) = 7/x + 1, for x ≠ 0. What is f⁻¹(x)?' → f⁻¹(x) = 7/(x − 1); 'The function f is invertible, and its graph passes through (−6, −8). Which point must lie on the graph of f⁻¹?' → (−8, −6); 'f(x) = 3x + 6. Which input x gives f(x) = 18?' → x = 4, that is f⁻¹(18). Inverses are also found for ax³, x³ + k and linear functions. ▶ Play a live item from this skill |
Practised: finding the inverse of linear, cubic and reciprocal-type (k/x + h) functions; part b, that a point (a, b) on f puts (b, a) on the inverse; and part a's pointwise link, f(a) = b exactly when f⁻¹(b) = a. Held PARTIAL: (c) no inverse item has a real-world context, so the meaning of and relationship between a function and its inverse in a situation is never interpreted; and (a) no item asks whether two given functions are inverses by checking f(x) = y and g(y) = x over their domains or by composing them; that check appears only in the explanation shown after answering. |
| A2.F-LE.A | PARTIAL | oak-logarithms:L2/L4 ▶ Play a live item: level 2 · level 4 |
This cluster's only standard, A2.F-LE.A.4, is PARTIAL: exponential models are solved for the time only when the answer is a whole number, the solution is never expressed as a logarithm, and no logarithm is evaluated with technology. So the cluster is PARTIAL like its one part. |
| A2.F-LE.A.4 | PARTIAL | oak-logarithms:L2/L4 Logarithms level 4 (about one item in twelve): 'A culture of 200 cells doubles every 6 hours, so N(t) = 200 · 2^(t/6). After how many hours will it reach 3200 cells?' → 24 hours (the explanation solves t/6 = log₂(16) = 4), with the same form for a tripling plant and a medication's half-life. Logarithms level 2: '3^x = 81'. ▶ Play a live item: level 2 · level 4 |
Practised: solving a · b^(ct) = d for t in an exponential model with base 2 (and 3 and 1/2), chosen from three. Held PARTIAL: d/a is always an exact power of the base, so the answer is a whole number and the solution is never expressed as a logarithm (such as t = 6 · log₂(5)); no such model uses base 10 or base e; and no logarithm that cannot be found by hand is evaluated with technology. |
| A2.F-LE.B | PARTIAL | oak-logarithms:L4 ▶ Play a live item from this skill |
This cluster's only standard, A2.F-LE.B.5, is PARTIAL: the parameters of a rational-exponent exponential model are matched to a description when the model is chosen, but outside Writing Coach no item asks what a given parameter means in its context. So the cluster is PARTIAL like its one part. |
| A2.F-LE.B.5 | PARTIAL | oak-logarithms:L4 Logarithms level 4 (about one item in twelve): 'A dose of 400 mg of a medication has a half-life of 5 hours. Which function gives the amount left after t hours?' → M(t) = 400 · (1/2)^(t/5), beside options that put the period on top, leave it out, multiply t by it, or swap the starting amount and the factor; the same for a culture that doubles and a plant that triples. ▶ Play a live item from this skill |
Practised: matching the starting amount, the growth or decay factor and the period in the rational exponent t/h to a real-world description, by choosing the model from three. Missing: no item gives an exponential function with a rational exponent and asks the student to interpret one of its parameters in the context. The only interpreting item is a Writing Coach prompt on N(t) = 500 · 1.2^t (a whole-number exponent), and a clause met only through Writing Coach is not marked FULL. |
| A2.F-TF.A | NOT COVERED | No oak-* item mentions radians or the unit circle. |
Neither standard in this cluster is practised (A2.F-TF.A.1 radian measure, A2.F-TF.A.2 the unit circle), so the cluster is NOT COVERED like its parts. The only trigonometry in the grades 9-12 skills is right-triangle ratios of acute angles in degrees (Similarity & Trig, a Geometry skill). |
| A2.F-TF.A.1 | NOT COVERED | No oak-* item mentions radians, arc length or the unit circle; every angle in the grades 9-12 skills is in degrees (Similarity & Trig level 4: 'sin(15°) = cos(?°)'). |
Radian measure, understood as the arc length subtended by an angle in units of the circle's radius, is not practised. |
| A2.F-TF.A.2 | NOT COVERED | No item mentions the unit circle or the sine or cosine of an angle outside the acute angles of a right triangle. |
Explaining how the unit circle extends sine and cosine to all real numbers, as radian measures traversed counterclockwise, is not practised, and 'explain' would also need a written response that no item asks for. |
| A2.F-TF.B | NOT COVERED | No item models a periodic phenomenon with a trigonometric function. |
This cluster's only standard, A2.F-TF.B.5, is not practised, so the cluster is NOT COVERED like its one part. |
| A2.F-TF.B.5 | NOT COVERED | No item models a periodic phenomenon with a trigonometric function. 'Amplitude' appears only in the Logarithms earthquake items (the ground-wave amplitude grows tenfold per unit of magnitude), never as a trigonometric parameter; frequency and midline never appear. |
Creating and interpreting sine, cosine or tangent functions that model periodic phenomena with a specified amplitude, frequency and midline are not practised. |
| A2.F-TF.C | NOT COVERED | No item uses the Pythagorean identity or the quadrant of an angle. |
This cluster's only standard, A2.F-TF.C.8, is not practised, so the cluster is NOT COVERED like its one part. |
| A2.F-TF.C.8 | NOT COVERED | No item uses sin²(θ) + cos²(θ) = 1 or the quadrant of an angle. The nearest item works inside one right triangle with side lengths: 'In a right triangle, sin(A) = 20/29 and the hypotenuse measures 29. How long is the leg adjacent to A?' (Similarity & Trig level 5, solved with the Pythagorean Theorem). |
Using the Pythagorean identity and the quadrant of θ to find sin(θ), cos(θ) or tan(θ) from a given sine or cosine is not practised; the right-triangle item has one acute angle, no quadrant and no identity. |
| A2.S-ID.A | PARTIAL | oak-adv-functions:L4 Function Operations level 4: 'Normally distributed data: mean 70, standard deviation 8. About what percentage falls between 62 and 78?' → 68%. ▶ Play a live item from this skill |
PARTIAL as a cluster, like its one standard S-ID.A.4. The 68-95-99.7 rule is applied to a normal distribution whose mean and standard deviation are given. No item fits a data set to a normal curve, judges when a normal model does not suit the data, or estimates an area with a calculator, spreadsheet or table. |
| A2.S-ID.A.4 | PARTIAL | oak-adv-functions:L4 'Normally distributed data: mean 70, standard deviation 8. About what percentage falls between 62 and 78?' → 68% (built with 95% and 99.7% as the other options). 'Normally distributed data: mean 80, standard deviation 6. About what percentage lies ABOVE 92?' → 2.5% (built with 5% and 97.5%). ▶ Play a live item from this skill |
Practised: every Function Operations level 4 item, in English and Spanish, uses the properties of the normal distribution to estimate a percentage. Half ask for the share within 1, 2 or 3 standard deviations of the mean (68%, 95%, 99.7%). The other half ask for the share above or below a value 1 or 2 standard deviations from the mean (16%, 84%, 2.5%, 97.5%). The answer is always chosen from three. Missing: no data set is ever given, because each item opens by saying the data are normal and giving the mean and standard deviation. So no item uses a data set's mean and standard deviation to fit it to a normal curve. No item asks the student to spot a data set (skewed, bimodal, with outliers) that a normal fit does not suit. Every cut-off is a whole number of standard deviations, read from the 68-95-99.7 rule, so no area under the normal curve is estimated with a calculator, spreadsheet or table. Audit note (verdict unchanged): these items carry no keyed misconceptions, so the Oak door's rank balancing swaps one of the two rule values for an invented near-miss in about half the deals (1,000 level 4 deals: 41%, 90%, 8%, 32% or 1.3% on screen), and some of those cannot be percentages of a population at all (100%, 100.0%, 104.4%), so they can be ruled out on sight. |
| A2.S-ID.B | NOT COVERED | No grades 9–12 item shows a scatter plot or gives paired data on two quantitative variables. |
NOT COVERED as a cluster, like its one standard S-ID.B.6. Nothing puts two quantitative variables on a scatter plot, fits a polynomial or exponential function to data, or uses a fitted function to solve a problem in the context of data. |
| A2.S-ID.B.6 | NOT COVERED | No grades 9–12 item shows a scatter plot, gives paired data to plot, or fits a function to data. The nearest items build exponential models from a stated rule, not from data. Logarithms level 4: 'A bacterial culture starts with 200 cells and doubles every 3 hours. Which function gives the number of cells after t hours?' and 'A culture of 200 cells doubles every 6 hours, so N(t) = 200 · 2^(t/6). After how many hours will it reach 3200 cells?' |
Nothing practises putting data on two quantitative variables on a scatter plot or describing how the variables are related. Nothing fits a polynomial or exponential function to data or uses a fitted function to solve a problem in the context of the data. Logarithms level 4 does choose an exponential function that a context suggests, and it solves a given model for the time (each about one level-4 deal in twelve). But the context is an exact doubling, tripling or half-life rule, with no data behind it. Exponents & Growth level 5 types y = a · r^x for an exact table with no context, which is not fitting data. The only line called fitted to data is a Writing Coach prompt in Functions ('A line fitted to data on study hours (x) and test score (y) is y = 5.5x + 62…'). That line is linear, comes to the student already finished, and is not used to solve any problem. |
| A2.S-ID.C | PARTIAL | oak-logarithms:L4 + oak-functions Writing Coach, in Functions: 'A colony is modeled by N(t) = 500 · 1.2^t, with t in hours. Interpret the 500 and the 1.2 in context.' ▶ Play a live item from this skill |
PARTIAL as a cluster, like its one standard S-ID.C.10. Exponential parameters are interpreted only in a Writing Coach prompt. Live multiple choice builds exponential models from a description but never asks what a parameter means. |
| A2.S-ID.C.10 | PARTIAL | oak-logarithms:L4 + oak-functions Writing Coach, in Functions: 'A colony is modeled by N(t) = 500 · 1.2^t, with t in hours. Interpret the 500 and the 1.2 in context.' The rubric wants 500 read as the starting population and 1.2 as multiplying the population by 1.2 each hour, a 20% growth rate per hour. Logarithms level 4: 'A dose of 400 mg of a medication has a half-life of 5 hours. Which function gives the amount left after t hours?' → M(t) = 400 · (1/2)^(t/5). ▶ Play a live item from this skill |
Practised without Writing Coach: Logarithms level 4 (about one deal in twelve, in English and Spanish) builds an exponential model from a description, chosen from three functions. The wrong options swap the starting amount and the factor, flip the period in the exponent, leave it out or multiply t by it, or use the growth factor 2 for a half-life. So the student matches each parameter to its role, but only when building the model. Another level 4 deal in twelve solves a given model such as 'N(t) = 300 · 2^(t/6)' for the time, where one wrong option stops at t/6, the number of doublings; the parameters are used, not interpreted. Missing: outside Writing Coach, no item gives an exponential model and asks what its starting value, growth or decay factor, percent rate or period means in context. That interpretation comes only in the Functions Writing Coach prompt on N(t) = 500 · 1.2^t. It is one fixed prompt, dealt only with a paid plan or a school sponsorship with the district switch on. A clause met only through Writing Coach keeps the row PARTIAL. |
| A2.S-IC.A | NOT COVERED | No grades 9–12 math item mentions a random sample or a population parameter, runs a simulation, or checks a probability model against observed results. |
NOT COVERED as a cluster, like its two standards. Nothing treats statistics as inferring a population parameter from a random sample (S-IC.A.1). Nothing asks whether a given model fits the results of a data-generating process (S-IC.A.2). |
| A2.S-IC.A.1 | NOT COVERED | No grades 9–12 math item mentions a random sample or a population parameter. The survey settings in Probability level 2 ('In a survey of 40 households, 14 own a dog, 8 own a cat, and 3 own both. One of these households is chosen at random. What is the probability that it owns a dog or a cat?') find a probability within the surveyed group only. |
No item presents statistics as a way of inferring a population parameter from a random sample. The nearest content is a Reading III–IV paired text in which a pilot report's results come from firms that volunteered ('Evaluate Text B's reasoning. What makes its selection-bias argument strong?'). That reading question has no random sample and no parameter, and the student makes no inference of their own. |
| A2.S-IC.A.2 | NOT COVERED | No item compares a claimed probability, rate or distribution with observed or simulated results. |
Explaining whether a given model fits the results of a data-generating process is not practised. Probability level 1's 'P(A) = 1/4, P(B) = 1/5, and P(A and B) = 2/20. Are A and B independent?' checks a definition against given probabilities, not a model against data. Exponents & Growth level 5 matches an equation to an exact table. Every Function Operations normal-curve item states up front that the data are normal. None of the Writing Coach explanation prompts is about a data-generating process. |
| A2.S-IC.B | NOT COVERED | No grades 9–12 math item names a designed experiment or an observational study, or estimates a population mean or proportion from a sample. |
NOT COVERED as a cluster, like its two standards. No item covers the purposes of experiments, sample surveys and observational studies or how they differ (S-IC.B.3). No item estimates a population mean or proportion from a sample survey or shows how sample size affects precision (S-IC.B.4). |
| A2.S-IC.B.3 | NOT COVERED | 'Experiment' and 'observational study' appear in no grades 9–12 math item. 'Survey' appears only as the setting of Probability level 2 counts ('In a survey of 30 commuters about last week, one commuter is chosen at random…'). |
No item asks what a designed experiment, a sample survey or an observational study is for, or how they differ. The survey settings in Probability level 2 only supply counts for the Addition Rule or for reading P(A or B). Two Reading III–IV paired texts rest on a four-day-week pilot and a city survey, but their questions ask about the texts' arguments, not about how the studies were designed. |
| A2.S-IC.B.4 | NOT COVERED | Survey counts in Probability level 2 ('In a survey of 40 households, 14 own a dog, 8 own a cat, and 3 own both. One of these households is chosen at random. What is the probability that it owns a dog or a cat?') are used only to find a probability for one household chosen from those 40. |
No grades 9–12 item uses sample data to estimate a population mean or proportion. None says that an estimate is unlikely to be exactly right, or that larger samples give more precise estimates. The only sample-to-population inferences in the app are in the grades 6–8 Data & Statistics skill, which sits below this band and is not credited. |
| A2.S-CP.A | PARTIAL | oak-probability-hs:L1-L3 Probability level 3: 'In a class: 8 students play chess AND soccer, 9 soccer only, 5 chess only, 4 neither. Given that a student plays soccer, what is the probability they also play chess?' → 8/17. ▶ Play a live item: level 1 · level 2 · level 3 |
PARTIAL as a cluster, like its three standards. S-CP.A.3: conditional probability is computed from counts, but P(A and B)/P(B) and reading independence as P(A | B) = P(A) appear only in Writing Coach, and P(B | A) = P(B) never appears. S-CP.A.4: counts come in a sentence, and no two-way table is built or shown or used to decide independence. S-CP.A.5: conditional probability is recognised in a class setting, but explaining either idea is asked only through Writing Coach. |
| A2.S-CP.A.3 | PARTIAL | oak-probability-hs:L3 Level 3: 'In a class: 8 students play chess AND soccer, 9 soccer only, 5 chess only, 4 neither. Given that a student plays soccer, what is the probability they also play chess?' → 8/17. The item is built with 8/26 (the whole class) and 8/13 (the condition reversed) as the wrong options; at the Oak door rank balancing replaces one of them with a near-miss such as 7/17 or 9/17 in about six deals in ten. ▶ Play a live item from this skill |
Practised: every level 3 deal outside Writing Coach, in English and Spanish, computes P(chess | soccer) from counts by narrowing the sample space to the soccer players. That is P(A and B)/P(B) worked in counts. Missing: no multiple-choice item writes or uses the quotient P(A and B)/P(B) with probabilities. No multiple-choice item reads independence as P(A | B) = P(A); independence is tested only through the product P(A) · P(B) at level 1. Both appear only in a Writing Coach prompt ('Events A and B have P(A) = 0.3, P(B) = 0.5, and P(A and B) = 0.15. Show whether A and B are independent using conditional probability, and interpret P(A | B).'), which cannot raise the row. The other half of the definition, P(B | A) = P(B), is never asked. |
| A2.S-CP.A.4 | PARTIAL | oak-probability-hs:L2/L3 Level 3: 'In a class: 8 students play chess AND soccer, 9 soccer only, 5 chess only, 4 neither. Given that a student plays soccer, what is the probability they also play chess?' Level 2: 'In a survey of 40 households, 14 own a dog, 8 own a cat, and 3 own both. One of these households is chosen at random. What is the probability that it owns a dog or a cat?' ▶ Play a live item: level 2 · level 3 |
Practised: counts for two categories, given in a sentence, serve as a sample space for a conditional probability (L3) and for a union probability (L2), in English and Spanish. L2 also interprets a joint value: 'If P(A and B) = 5/30, which statement interprets this probability?' → 5 of the 30 members play both instruments. Missing: no two-way frequency table is constructed, shown or read, so 'construct and interpret two-way frequency tables' is not practised. No item uses the counts to decide whether two events are independent; the level 1 independence check works from given probabilities, not from a table. |
| A2.S-CP.A.5 | PARTIAL | oak-probability-hs:L1/L3 Level 3: 'Given that a student plays soccer, what is the probability they also play chess?' The item is built with the reversed conditional (the share of chess players who play soccer) and the whole-class share as the wrong options; in about six deals in ten one of them is replaced by a near-miss fraction. Level 1: 'You flip a fair coin and roll a 6-sided die. What is P(heads AND rolling a 6)?' → 1/12. ▶ Play a live item: level 1 · level 3 |
Practised, by multiple choice in English and Spanish: recognising a conditional probability in a real-world setting (a class's chess and soccer players, L3), and multiplying because a coin and a die are independent (about three level-1 questions in ten as dealt; the coin-and-die form has only three versions, so the round deals the context-free independence check more often). Missing: the L1 item that asks whether events are independent has no context ('P(A) = 1/4, P(B) = 1/5, and P(A and B) = 2/20. Are A and B independent?'). No multiple-choice item asks the student to explain either idea. Explaining in a real-world context is asked only in a Writing Coach prompt ('In a school, 60% of students play a sport. Among students who take music, 60% also play a sport. Explain in everyday language whether playing a sport and taking music are independent, and why.'), and that keeps the row PARTIAL. |
| A2.S-CP.B | PARTIAL | oak-probability-hs:L1-L4 Level 2: 'In a survey of 40 households, 14 own a dog, 8 own a cat, and 3 own both. One of these households is chosen at random. What is the probability that it owns a dog or a cat?' Level 4: 'A bag holds 3 green marbles and 6 red marbles. Two are drawn at random without replacement. What is the probability that both are green?' ▶ Play a live item: level 1 · level 2 · level 3 · level 4 |
PARTIAL as a cluster. S-CP.B.7 (the Addition Rule, applied and interpreted) is FULL. S-CP.B.6 is PARTIAL: the conditional probability is found as a fraction of B's outcomes, but Bayes' Rule is never used and the answer is interpreted only in Writing Coach. S-CP.B.8 is PARTIAL: the general Multiplication Rule is applied, but its answer is never interpreted in terms of the model. |
| A2.S-CP.B.6 | PARTIAL | oak-probability-hs:L3 'In a class: 8 students play chess AND soccer, 9 soccer only, 5 chess only, 4 neither. Given that a student plays soccer, what is the probability they also play chess?' → 8/17. The explanation: '"Given they play soccer" SHRINKS the universe to the 17 soccer players; of those, 8 play chess: 8/17.' ▶ Play a live item from this skill |
Practised: every level 3 deal outside Writing Coach, in English and Spanish, finds P(A | B) as the fraction of B's outcomes (the 17 soccer players) that also belong to A (the 8 who play chess). Missing: Arizona asks for Bayes' Rule, and no item reverses a conditional probability or computes P(A | B) from P(B | A), P(A) and P(B). The reversed conditional appears only as a wrong option, and only in about seven level 3 deals in ten, since rank balancing sometimes swaps it for a near-miss. No multiple-choice item asks the student to interpret the answer in terms of the model. That is asked only in a Writing Coach prompt ('Events A and B have P(A) = 0.3, P(B) = 0.5, and P(A and B) = 0.15. Show whether A and B are independent using conditional probability, and interpret P(A | B).'), which cannot raise the row. |
| A2.S-CP.B.7 | FULL | oak-probability-hs:L2 'In a survey of 40 households, 14 own a dog, 8 own a cat, and 3 own both. One of these households is chosen at random. What is the probability that it owns a dog or a cat?' → 19/40. 'In a class of 25 students, one student is chosen at random. Let A be the event "is in band" and B the event "is in choir". If P(A or B) = 12/25, which statement interprets this probability?' → '12 of the 25 students are in band, choir, or both'. ▶ Play a live item from this skill |
Probability level 2, in English and Spanish, applies the Addition Rule in half its deals. Some items are bare ('P(A) = 3/10, P(B) = 2/10, P(A and B) = 1/10. What is P(A or B)?'). Others use counts in a uniform model, with one person chosen at random: students taking Spanish and art, households owning a dog and a cat, café customers buying coffee and a sandwich. Others solve the rule backward for P(A and B). The wrong options count the overlap twice, leave it out, read 'and' for 'or', or give the probability of neither. Another sixth of level 2 interprets a P(A or B) or P(A and B) value in terms of the people in the model, with the key reading 'or' inclusively. 'Interpret' is not a writing verb, so choosing the correct reading meets it. |
| A2.S-CP.B.8 | PARTIAL | oak-probability-hs:L1/L4 Level 4: 'A bag holds 3 green marbles and 6 red marbles. Two are drawn at random without replacement. What is the probability that both are green?' → 1/12. The explanation counts pairs, C(3, 2)/C(9, 2) = 3/36 = 1/12, and notes that this matches (3/9)·(2/8). One trap it can deal is 1/9 = (3/9)², which assumes the first marble goes back. Level 1: 'You flip a fair coin and roll a 6-sided die. What is P(heads AND rolling a 6)?' → 1/12. ▶ Play a live item: level 1 · level 4 |
Practised, in English and Spanish: level 4 has compound events in equally likely models where the second step depends on the first: two marbles drawn without replacement, two particular runners finishing 1st and 2nd, and two particular people on a 2-person committee, together about three level-4 deals in seven. Only the committee item's explanation works step by step through the rule, (2/n)·(1/(n − 1)); the marble item's explanation counts pairs and notes that the product (g/n)·((g − 1)/(n − 1)) agrees; the runners item counts ordered outcomes, and the product appears only in a wrong option's note. So the general Multiplication Rule is applied, but each item can also be solved by counting. Level 1 has the independent case (a coin and a die). Missing: no item asks the student to interpret the result in terms of the model. The rule is never written or used in its P(B)·P(A | B) form, or with conditional probabilities given as numbers. |
| Code | Verdict | Evidence (generator · live items) | Audit note — what is practised, what is missing |
|---|---|---|---|
| 9-10.RL.1 | PARTIAL | oak-reading-1:L1-L3 'Which quotation BEST supports the claim that the scrap of iron serves the narrator as a warning rather than a keepsake?' (key: 'when a report of mine reads well and proves nothing, I pick it up') ▶ Play a live item: level 1 · level 2 · level 3 |
Three of the four literary passages ('The Ledger', 'The Observatory Log', 'The Ugly Bead') each carry one item in which the student picks, from three quotations, the one that best supports a claim the question states, in English and Spanish. Every such claim is an inference; no item asks for support of what the text says explicitly. The student never cites evidence in their own words or gathers several pieces of evidence, so 'cite strong and thorough textual evidence' is not met. |
| 9-10.RL.2 | PARTIAL | oak-reading-1:L1-L3 'Which TWO themes does the passage develop together?' (on 'The Ugly Bead', key: 'appearance and strength are different things, and real skill means learning to judge by the second') ▶ Play a live item: level 1 · level 2 · level 3 |
Two of the four literary passages ('The Ledger' and 'The Ugly Bead') carry a theme item in which the student chooses the pair of themes the passage develops, in English and Spanish. No item asks how a theme emerges or which specific details shape and refine it over the course of the text (that analysis appears only in the explanation shown after answering), and no item asks for or offers an objective summary, so the development and summary clauses are not met. |
| 9-10.RL.3 | PARTIAL | oak-reading-1:L1-L3 'How does the narrator change over the course of the passage?' (on 'The Map on the Kitchen Wall', key: 'from treating accuracy as the measure of the map to understanding what the map was for') ▶ Play a live item: level 1 · level 2 · level 3 |
Three literary passages each carry a character-change item, in English and Spanish: 'How does the narrator change over the course of the passage?' on 'The Ledger' and 'The Map on the Kitchen Wall', and 'How does the narrator's view of the log change over the passage?' on 'The Observatory Log'. The keyed changes are inward shifts of understanding. No item asks how a character interacts with other characters (the observatory operator, the welding supervisor, the grandmother) or how the change advances the plot or develops the theme, so those clauses are not met. |
| 9-10.RL.4 | PARTIAL | oak-reading-1:L1-L3 "In the mother's 'bookkeeping,' what does the word 'columns' come to mean by the end?" ▶ Play a live item: level 1 · level 2 · level 3 |
Three literary items ask what a word means as used ('columns', 'remembers', and 'remembered' set against 'measured'), covering figurative and connotative meaning worked out from context, and the 'columns' item follows the word as its meaning builds to the last line, in English and Spanish. Two items ask what one sentence's construction does ('Not money. Witnesses.' and 'By August my welds were ugly and they held.'), the second keyed to the supervisor's blunt register. No literary item asks how word choices add up across a passage to shape its tone, so 'analyze the cumulative impact of specific word choices on meaning and tone' is only partly met. |
| 9-10.RL.5 | FULL | oak-reading-1:L1-L3 'The university's call comes only after weeks in which the narrator is refused the pen. What does this placement accomplish?' (key: 'the reader shares the narrator's dismissal of the log before the call overturns it') ▶ Play a live item: level 1 · level 2 · level 3 |
Three literary passages each ask what a choice of structure, order or time does to the reader: 'The Ledger' starts the night before an audit, jumps back eleven years and returns, so the ending lands as a verdict (manipulating time); 'The Observatory Log' holds the university's call back until the reader shares the narrator's mistake (ordering events); 'The Map on the Kitchen Wall' withholds that the map was drawn from memory so the reader trusts it first (ordering events). The last two keyed effects are reveals that overturn what the reader assumed, the kind of surprise the standard names. Refute check: two wrong options name surprise ('a surprise twist' in 'The Ledger', 'a complete surprise' in 'The Map on the Kitchen Wall') and are wrong for other reasons (nothing is played for surprise; the map's details are not vague). Arizona's 'such effects as mystery, tension, or surprise' gives examples, not a required list, so the row rests on the choice-to-effect analysis every item asks for. The student chooses the analysis from three, in English and Spanish. |
| 9-10.RL.6 | PARTIAL | oak-reading-1:L1-L3 'The passage's world — a welding shop, trailers and trucks, a supervisor who breaks a bead with a hammer — reflects what kind of work culture?' ▶ Play a live item: level 1 · level 2 · level 3 |
Two literary passages ('The Ledger' and 'The Ugly Bead') each carry one item asking what economic or work culture the story's world reflects (a small-margin neighborhood economy where mutual aid substitutes for capital; a trade that teaches by test rather than by praise); the question lists the details and the student chooses the culture from three, in English and Spanish. Arizona's 'points of view and/or cultural experiences' lets the cultural half carry the row, so the absence of any Reading I–II point-of-view item is not itself the gap. The gap is that each item looks at one story and names the culture rather than analysing how the details reflect it, and the literary range is four short prose narratives, so 'drawing from a variety of literary texts' is not met. The 'From what perspective does the author write?' items are in Reading III–IV, which is written to the grades 11–12 reading standards and is counted only on grades 11–12 rows. |
| 9-10.RL.7 | NOT COVERED | No served item presents a subject or key scene in two artistic mediums; every Reading I–II passage is a single printed text. |
Comparing treatments in different artistic mediums is a media wall, and no item even describes one. 'The Map on the Kitchen Wall' sets a hand-drawn map against a survey inside one printed story, but the student reads about the two; nothing asks what is emphasized or absent in each of two treatments. |
| 9-10.RL.8 | N/A | Arizona prints this row as '(Not applicable to literature)', so there is no demand to practise. |
|
| 9-10.RL.9 | PARTIAL | oak-reading-1:L1-L3 'The two-column ledger echoes the old idea of weighing a soul's deeds in a balance. How does the author TRANSFORM that source idea?' ▶ Play a live item: level 1 · level 2 · level 3 |
Two literary items name a source idea (weighing a soul's deeds in a balance; a treasure map that leads to a buried prize) and ask how the author transforms it; the student chooses from three, in English and Spanish. The question supplies the source and states that the passage echoes it, so the student analyzes only the transformation, never how the author draws on the source. Both sources are general motifs named in the question, not a source text the student reads, and 'The Map on the Kitchen Wall' never itself evokes a treasure map. |
| 9-10.RL.10 | PARTIAL | oak-reading-1:L1-L3 Four literary prose narratives the student reads alone, 'The Ledger', 'The Observatory Log', 'The Ugly Bead' and 'The Map on the Kitchen Wall' (about 185–230 words each), carry 20 comprehension and analysis items, in English and Spanish. ▶ Play a live item: level 1 · level 2 · level 3 |
No drama or poem is served at any level, so 'including stories, drama, and poetry' is not met. Four excerpt-length narratives are a thin basis for reading proficiently and independently across the grade 9 and grade 10 complexity ranges. |
| 9-10.RI.1 | PARTIAL | oak-reading-1:L1-L3 'Which quotation BEST supports the inference that the keepers' unlisted work was lost precisely because it was unlisted?' (key: 'None of this was in the job description, which is why none of it was in the cost comparison') ▶ Play a live item: level 1 · level 2 · level 3 |
Two of the three informational passages ('The Sand Shortage' and 'When the Lights Learned to Keep Themselves') each carry one item in which the student picks, from three quotations, the one that best supports a stated inference, in English and Spanish. The lighthouse key states its 'inference' almost outright ('which is why'), so support for what the text says explicitly is touched there. But the student only picks one quotation from three, never gathers several pieces of evidence and never cites in their own words, so 'cite strong and thorough textual evidence' is not met. Writing Coach's analysis essay asks the student to 'quote or describe where each appears' in a persuasive text of their choice, but its rubric accepts a description in place of a quotation and the writing judge is the only grader, so it does not lift the row. |
| 9-10.RI.2 | PARTIAL | oak-reading-1:L1-L3 'Which TWO central ideas does the essay develop together?' (key: 'a structure can serve a town without serving its original purpose, and that service is real even if unpriced') ▶ Play a live item: level 1 · level 2 · level 3 |
Two informational passages ('The Sand Shortage' and 'The Case for an Empty Water Tower') each ask which two central ideas the text develops together; the student chooses, in English and Spanish. Development is touched only indirectly: the sand article's sequencing item asks why the regulation argument comes after the physical facts, and the explanation shown after each central-ideas item traces how the ideas are built. No item asks the student how a central idea emerges or which specific details shape and refine it over the course of the text, and no item asks for or offers an objective summary, so the development and summary clauses are not met. |
| 9-10.RI.3 | PARTIAL | oak-reading-1:L1-L3 'The article withholds its regulation argument until after the physical facts. Why does this sequencing strengthen it?' ▶ Play a live item: level 1 · level 2 · level 3 |
The order of points is practised on two articles: why 'The Sand Shortage' holds its regulation argument until after the physical facts, and why 'When the Lights Learned to Keep Themselves' describes automation 'in stages' (key: 'to show the role vanishing one duty at a time'). Connections between points are probed twice: the sand sequencing key says the policy claim 'inherits that certainty' from the physical facts, and an evidence item turns on the 'which is why' sentence that links the keepers' unlisted duties to their loss. The student chooses from three, in English and Spanish. No item asks how a point is introduced and then developed across the text, so that clause is not met. |
| 9-10.RI.4 | PARTIAL | oak-reading-1:L1-L3 "'Mined, barged, and poured into foundations elsewhere.' What is the cumulative effect of this three-verb sequence?" ▶ Play a live item: level 1 · level 2 · level 3 |
Two informational items ask what a figurative phrase or word conveys in context ('a demolition in waiting'; 'households'), meeting the figurative and connotative clauses, and two ask what specific language does (the three-verb chain, keyed to making the islands' erasure feel routine, and the water-tower essay's two-sentence close), in English and Spanish. No item asks the meaning of a technical term, so 'technical meanings' is not met; and only the three-verb item, a single phrase, turns on tone, so no item follows word choices across an article to their cumulative effect on meaning and tone. |
| 9-10.RI.5 | FULL | oak-reading-1:L1-L3 "'They are half right, and the half matters.' What rhetorical work does this sentence do?" ▶ Play a live item: level 1 · level 2 · level 3 |
Sentence-level development is analysed on two informational passages: in 'The Sand Shortage', the concession 'They are half right, and the half matters' and the three-verb sequence 'Mined, barged, and poured…'; in 'The Case for an Empty Water Tower', 'None of this appears on a balance sheet…' and the essay's two-sentence close. Larger portions are analysed on two passages: why the sand article saves its regulation argument until after the physical facts, and why the lighthouse article tells automation in stages. The student chooses the analysis from three, in English and Spanish, at every level. |
| 9-10.RI.6 | PARTIAL | oak-reading-1:L1-L3 + wp-oak-analyze "'None of this appears on a balance sheet, which is exactly the problem with balance sheets.' What rhetorical work does this sentence do?"; Writing Coach rubric: "Names the text and its persuasive goal" ▶ Play a live item: level 1 · level 2 · level 3 |
Two informational items ask how a rhetorical move advances the writer's argument (a concession that wins credibility before pivoting to cost and enforcement; a turn that makes the opponents' cost figure evidence of what it misses); the student chooses, in English and Spanish. No Reading I–II item asks the student to determine the author's point of view or purpose in the text. Writing Coach's analysis essay has the student name a self-chosen persuasive text's goal and analyze how two techniques work on a reader, but a clause met only through Writing Coach keeps the row PARTIAL. The items asking for an author's unstated position ('read between the lines') are in Reading III–IV, which is written to the grades 11–12 reading standards and is counted only on grades 11–12 rows. |
| 9-10.RI.7 | NOT COVERED | No served item presents accounts of a subject in different mediums; every Reading I–II passage is a single printed text. |
Comparing print and multimedia accounts is a media wall. 'The Map on the Kitchen Wall' sets a hand-drawn map against a survey of the same valley, but the student reads one printed story about them; no item analyses accounts told in different mediums or determines which details each emphasizes. |
| 9-10.RI.8 | PARTIAL | oak-reading-1:L1-L3 'Evaluate the author's evidence for the claim that the shortage is already severe. Is it relevant and sufficient?' ▶ Play a live item: level 1 · level 2 · level 3 |
Two informational items ('The Sand Shortage', 'The Case for an Empty Water Tower') ask whether the evidence for a stated claim is relevant and sufficient; the student chooses from three, in English and Spanish. Delineation comes closest in the central-ideas items, where the student picks the pair of ideas each argument develops, but no item has the student trace the specific claims and the reasoning that links them, and the evaluation items give the claim in the question. No item asks whether the reasoning is valid, and no item asks the student to identify a false statement or fallacious reasoning, so those clauses are not met. Writing Coach's analysis essay asks whether a technique in a self-chosen text 'earns the reader's agreement or manipulates it', which is not identifying false statements or fallacies, and the writing judge is the only grader. |
| 9-10.RI.9 | NOT COVERED | All seven Reading I–II passages are original texts written for the app (four short stories and three nonfiction pieces (essays or articles)). |
None is a seminal or primary document of historical or literary significance, and no item analyses how such documents address related themes and concepts. Writing Coach's analysis essay lets the student pick 'a speech' to analyze, but nothing serves or requires a seminal document, it is one self-chosen text, and only the writing judge grades it, so it does not lift the row. |
| 9-10.RI.10 | PARTIAL | oak-reading-1:L1-L3 Three informational passages the student reads alone, 'The Sand Shortage', 'The Case for an Empty Water Tower' and 'When the Lights Learned to Keep Themselves' (about 205–225 words each), carry 16 analysis items, in English and Spanish. ▶ Play a live item: level 1 · level 2 · level 3 |
All three are excerpt-length originals; no longer informational text or nonfiction work is read, so reading proficiently and independently across the grade 9 and grade 10 complexity ranges is not shown. |
| 9-10.W.1 | PARTIAL | wp-oak-argument Four argument prompts, e.g. 'Some districts have replaced letter grades with narrative feedback. Take a position on whether yours should. Write a multi-paragraph argument: a precise claim, two developed reasons with evidence or examples, a counterclaim you answer fairly, and a conclusion that follows from your reasoning. Maintain a formal register throughout.' |
With Writing Coach on, the student writes a multi-paragraph argument of 400 to 2,500 characters on one of four school-policy topics: narrative feedback instead of letter grades, required community service hours, a required personal finance course, or digital textbooks. The high-school grader checks five rubric lines: a precise claim stated early, two reasons each developed with evidence or a concrete example, a counterclaim answered fairly, formal register, and a conclusion that follows. Arizona's 'topics or texts' is met by these topic prompts (none asks for an argument about a text); organization and cohesion are not graded, and 'valid reasoning' and 'sufficient' evidence are not separate rubric lines. The argument is written only through Writing Coach, so the row stays PARTIAL. |
| 9-10.W.1a | PARTIAL | wp-oak-argument Rubric: 'A precise, arguable claim stated early'; 'A counterclaim presented fairly and answered' |
Introducing a precise claim and setting it against an opposing claim are graded, only through Writing Coach. The argument rubric has no organization line, so creating an organization that shows clear relationships among claims, counterclaims, reasons and evidence is not graded. |
| 9-10.W.1b | PARTIAL | wp-oak-argument Rubric: 'Two reasons, each developed with evidence or a concrete example'; 'A counterclaim presented fairly and answered' |
The claim is developed with evidence and a counterclaim is presented fairly, only through Writing Coach. Supplying evidence for the counterclaim, pointing out the strengths and limitations of both sides, and anticipating the audience's knowledge level and concerns are not graded. |
| 9-10.W.1c | PARTIAL | oak-language:L1-L3 Language & Revision: 'Choose the transition that expresses the real relationship between the sentences: "Several cities restrict short-term rentals. ___, Barcelona caps them by district."' (key 'For example'); 'The data supported the theory. ___, one anomaly resisted every model.' (key 'However'). ▶ Play a live item: level 1 · level 2 · level 3 |
Linking is practised only by choosing. Three two-sentence items in Language & Revision (tagged English III–IV, open to every grades 9–12 student) ask which transition states the real relationship between two given sentences: a result, a contrast, or an example. The student never writes linking words, phrases or clauses into an argument of their own, because the Writing Coach argument rubric has no linking or cohesion line. Linking the major sections of a text, creating cohesion, and making clear how claims, reasons, evidence and counterclaims relate in the student's own writing are not practised. |
| 9-10.W.1d | PARTIAL | oak-language:L1-L3 + wp-oak-argument Argument rubric: 'Formal register maintained — no slang, no direct address'. Language & Revision: 'The thesis statement of a history research paper. Which version suits that context and audience?' (key 'The Erie Canal made New York City the nation's leading port.'); 'In the methods section of a lab report: "The solution was heated until it changed color." What does the passive voice accomplish in this context?' ▶ Play a live item: level 1 · level 2 · level 3 |
A formal style is graded in the student's own argument only through Writing Coach. Objective tone is never a rubric line. The norms and conventions of a discipline appear only as multiple-choice reading in Language & Revision (the register of a history thesis, and from level 2 the passive voice in a lab report's methods section), never in the student's own writing. |
| 9-10.W.1e | PARTIAL | wp-oak-argument Rubric: 'A conclusion that follows from the argument, not a restatement'; every argument prompt asks for 'a conclusion that follows from your reasoning.' |
Writing a conclusion that follows from the argument is graded only through Writing Coach. Nothing outside Writing Coach asks the student to conclude an argument, so the row stays PARTIAL. |
| 9-10.W.2 | PARTIAL | wp-oak-inform Three explanation prompts, e.g. 'Explain a process or system you understand well enough to teach — how something is made, decided, measured, or maintained. Write several paragraphs for a reader encountering it for the first time: define the necessary terms when they first appear, sequence the stages logically, and close by explaining what most people misunderstand about it.' |
With Writing Coach on, the student writes a several-paragraph explanation of a process (400 to 2,500 characters). It is graded on an opening that frames the process, terms defined at first use, stages sequenced with transitions, a closing on a common misunderstanding, and precise formal prose. Every prompt explains one process, so examining complex ideas and concepts beyond a sequence of stages is not asked for, and the selection and analysis of content are not graded. The writing happens only through Writing Coach, so the row stays PARTIAL. |
| 9-10.W.2a | PARTIAL | wp-oak-inform Rubric: 'An opening that frames the process and why it matters'; 'Stages sequenced logically with transitions' |
Introducing the topic and ordering its stages are graded, only through Writing Coach. Organizing complex ideas to make important connections and distinctions is not graded. Formatting (headings), graphics (figures, tables) and multimedia cannot be included, because the response is a plain text box. |
| 9-10.W.2b | PARTIAL | wp-oak-inform Rubric: 'Terms defined at first use'; every informative prompt is written 'for a reader encountering it for the first time.' |
Defining terms for a first-time reader is graded, only through Writing Coach. No rubric line grades well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations or examples. The coaching line 'Develop it further — add a specific example, figure, or quotation' can appear on a draft that misses, but it is not needed to pass. |
| 9-10.W.2c | PARTIAL | oak-language:L1-L3 + wp-oak-inform Explanation rubric: 'Stages sequenced logically with transitions'. Language & Revision: 'Choose the transition that expresses the real relationship between the sentences: "The pilot cut costs sharply. ___, the board approved a second year."' (key 'Consequently'). ▶ Play a live item: level 1 · level 2 · level 3 |
Transitions between the stages of a process are graded in the student's own explanation, only through Writing Coach. The rubric names transitions once, so whether they are appropriate and varied, and whether they create cohesion among complex ideas and concepts, are not graded. Language & Revision adds choosing the transition that fits two given sentences, by selection only. |
| 9-10.W.2d | PARTIAL | oak-language:L1-L3 + wp-oak-inform Explanation rubric: 'Precise, formal prose throughout'; 'Terms defined at first use'. Language & Revision: 'The writer wants to convey disapproval of the delegates' refusal to give ground. Which word best completes the sentence? "The delegates' ___ stance on water rights stalled the treaty for three years."' (key 'intransigent'). ▶ Play a live item: level 1 · level 2 · level 3 |
Precise language and defined terms are graded in the student's own explanation, only through Writing Coach. Domain-specific vocabulary is asked for only as terms defined at first use, and using language to manage the complexity of the topic is not graded. The Language & Revision word-choice items are multiple choice. |
| 9-10.W.2e | PARTIAL | oak-language:L1-L3 + wp-oak-inform Explanation rubric: 'Precise, formal prose throughout'. Language & Revision: 'A cover letter to a hiring manager. Which version suits that context and audience?' (key 'I am applying for the laboratory assistant position posted on your website.'). ▶ Play a live item: level 1 · level 2 · level 3 |
A formal style is graded in the student's own explanation only through Writing Coach. A tone suited to a context and audience is practised only by choosing among three versions in Language & Revision. The norms of a discipline appear only as multiple-choice reading there (the passive voice in a lab report's methods section, hedging in a medical abstract). Neither is graded in the student's own writing. |
| 9-10.W.2f | PARTIAL | wp-oak-inform Rubric: 'A closing built on the common-misunderstanding move'; every informative prompt says 'close by explaining what most people misunderstand about it.' |
Each explanation closes by explaining what most people misunderstand about the process, graded only through Writing Coach. Nothing outside Writing Coach asks the student to conclude an informative text, so the row stays PARTIAL. |
| 9-10.W.3 | PARTIAL | wp-oak-narrative Three narrative prompts share one instruction and one rubric, e.g. 'Picture a place a character knows well at the moment something about it changed for good — a kitchen the night before a move, a gym after the last game of the season, a corner store on the day it closed. Tell an invented story in several paragraphs: an opening that sets out the situation and why it matters, a clear narrator and point of view, dialogue and pacing at the key moment, precise and sensory detail, events that build on one another toward a deliberate tone and outcome, and a conclusion that reflects on what was experienced or resolved.' |
With Writing Coach on, the student writes an invented narrative of 400 to 2,500 characters on one of three situations: a choice between two things someone valued, a place a character knows well at the moment it changed for good, or a misunderstanding between two people; the standard's 'real or imagined' allows an invented story. The high-school grader checks five rubric lines: an opening that sets out the situation and why it matters with a clear narrator and point of view; dialogue and pacing that develop the key moment; events that build on one another toward a deliberate tone and outcome; precise words, telling details and sensory language; and a conclusion that reflects on what was experienced or resolved. Each narrative is written in one sitting, with one revision after a draft that does not pass. The narrative is written only through Writing Coach, so the row stays PARTIAL. (31 Oct 2026: NOT COVERED → PARTIAL when the three narrative prompts were added to Writing Coach; a re-check by two auditors on 31 Oct 2026 confirmed PARTIAL.) |
| 9-10.W.3a | PARTIAL | wp-oak-narrative Rubric: 'An opening that sets out the situation and why it matters, with a clear narrator and point of view'; 'Events that build on one another toward a deliberate tone and outcome'. |
Practised in Writing Coach only: setting out a problem or situation, introducing a narrator and establishing a point of view (the clause asks for one or multiple, so the graded one meets it; one of the three narrative prompts, a misunderstanding that looks different once the reader learns what each person knew, invites two), and a progression of events that build on one another. Missing: nothing grades whether that progression is smooth. A row met only through Writing Coach is never FULL. (31 Oct 2026: NOT COVERED → PARTIAL when the three narrative prompts were added to Writing Coach; a re-check by two auditors on 31 Oct 2026 confirmed PARTIAL.) |
| 9-10.W.3b | PARTIAL | wp-oak-narrative Rubric: 'Dialogue and pacing that develop the key moment — shown, not summarized'; every narrative prompt asks for 'dialogue and pacing at the key moment'. |
Practised in Writing Coach only: dialogue and pacing that develop the key moment of the student's own narrative, with description and reflection graded in two other rubric lines. Missing: multiple plot lines are never asked for. The Language & Revision items that pick the next line of someone else's story test the effect of one sentence and are not counted. A row met only through Writing Coach is never FULL. (31 Oct 2026: NOT COVERED → PARTIAL when the three narrative prompts were added to Writing Coach; a re-check by two auditors on 31 Oct 2026 confirmed PARTIAL.) |
| 9-10.W.3c | PARTIAL | wp-oak-narrative Rubric: 'Events that build on one another toward a deliberate tone and outcome'. |
Practised in Writing Coach only: ordering the events of the student's own narrative so each builds on the last into a coherent whole. Missing: using a variety of techniques to sequence events, such as a flashback or a time shift, is never asked for or graded. The only other sequencing line, 'Stages sequenced logically with transitions', orders the steps of a process. A row met only through Writing Coach is never FULL. (31 Oct 2026: NOT COVERED → PARTIAL when the three narrative prompts were added to Writing Coach; a re-check by two auditors on 31 Oct 2026 confirmed PARTIAL.) |
| 9-10.W.3d | PARTIAL | wp-oak-narrative Rubric: 'Precise words, telling details and sensory language that make the setting and characters vivid'. |
Practised in Writing Coach only: precise words, telling details and sensory language that give a vivid picture of the setting and characters in the student's own narrative. Missing: nothing outside Writing Coach asks for it; the Language & Revision word-choice items pick one word for a stated intent and are not counted. A row met only through Writing Coach is never FULL. (31 Oct 2026: NOT COVERED → PARTIAL when the three narrative prompts were added to Writing Coach; a re-check by two auditors on 31 Oct 2026 confirmed PARTIAL.) |
| 9-10.W.3e | PARTIAL | wp-oak-narrative Rubric: 'A conclusion that follows from the events and reflects on what was experienced or resolved'; every narrative prompt asks for 'a conclusion that reflects on what was experienced or resolved'. |
Practised in Writing Coach only: a conclusion that follows from the narrative's events and reflects on what was experienced or resolved. Missing: nothing outside Writing Coach asks the student to conclude a narrative (a Language & Revision item picks the closing sentence of a narrated paragraph from three, which is not counted), and a row met only through Writing Coach is never FULL. (31 Oct 2026: NOT COVERED → PARTIAL when the three narrative prompts were added to Writing Coach; a re-check by two auditors on 31 Oct 2026 confirmed PARTIAL.) |
| 9-10.W.4 | PARTIAL | wp-oak-argument / wp-oak-inform / wp-oak-analyze / wp-oak-narrative Thirteen multi-paragraph prompts of four kinds: 'Write a multi-paragraph argument…', 'In several paragraphs, analyze HOW it persuades…', 'Write several paragraphs for a reader encountering it for the first time…', 'Tell an invented story in several paragraphs…' |
With Writing Coach on, the student writes four kinds of response: an argument, an analysis of a persuasive text, an explanation of a process, and a narrative. Each is graded against its own rubric for development and organization (the first three also for formal register, the narrative for narrative technique), and the high-school grader credits a rubric point only when it is 'clearly and substantively present'. Outside Writing Coach, style for an audience is practised only by choosing ('Which version suits that context and audience?'). The writing is graded only through Writing Coach, so the row stays PARTIAL. (31 Oct 2026 note update: the three narrative prompts were added to Writing Coach; verdict unchanged.) |
| 9-10.W.5 | PARTIAL | oak-language:L1-L3 + wp-oak-argument / wp-oak-inform / wp-oak-analyze Language & Revision: 'Which is the MOST CONCISE revision of: "due to the fact that the bridge was closed"?' (key 'because the bridge was closed'). Writing Coach: when a first draft misses the rubric, coaching lines appear and the student may revise it once before it is scored. ▶ Play a live item: level 1 · level 2 · level 3 |
The student revises their own writing once, in Writing Coach, and only after a draft falls short. Planning and trying a new approach are never asked for, and there is no multi-draft cycle. Editing for conventions is practised only by selection in Language & Revision (at level 3: a semicolon between clauses, a colon before a list, commas around nonessential clauses, and subject-verb agreement). No grades 9–12 rubric line grades conventions in the student's own writing. |
| 9-10.W.6 | NOT COVERED | No served item involves publishing, linking to other information, shared writing, or displaying information dynamically. |
Typing an essay into Writing Coach and revising it once does not use technology to publish, link or display information, and no shared writing product exists. Its twin 11-12.W.6 is PARTIAL because the grades 11–12 wording asks for updating writing in response to feedback, which the one coached revision partly does; the grades 9–10 wording asks instead for using technology's capacity to link to other information and display it flexibly and dynamically, which nothing here does (the Kansas twins split the same way). |
| 9-10.W.7 | NOT COVERED | — | 'Conduct… research projects' is a research wall. No prompt or item poses a research question, sends the student to find sources, narrows or broadens an inquiry, or asks for a synthesis of sources the student found. Reading I–II asks multiple-choice questions about one supplied passage at a time. The nearest work is in Reading III–IV (oak-reading-2, counted only on grades 11–12 rows): choosing the most complete synthesis of two supplied texts ('Synthesizing both texts: what is the most complete account of the four-day week's prospects?'). That is picking one of three answers about provided texts, not a research project or a synthesis of sources the student found. |
| 9-10.W.8 | NOT COVERED | — | No task asks the student to gather sources, search, judge a source's usefulness for a research question, integrate information, avoid plagiarism or follow a citation format. Reading I–II asks whether one author's evidence is 'relevant and sufficient'. That judges the evidence inside a supplied text, not sources for the student's own research. |
| 9-10.W.9 | PARTIAL | oak-reading-1:L1-L3 + wp-oak-analyze Writing Coach: '…identify two specific techniques (word choice, structure, appeal), quote or describe where each appears…', rubric 'Two techniques identified with the place each appears'. Reading I–II: 'Which quotation BEST supports the inference that scarcity alone will not stop illegal mining?' ▶ Play a live item: level 1 · level 2 · level 3 |
The student draws evidence into their own analysis only in Writing Coach, from one self-chosen persuasive text (an editorial, speech, advertisement, public-service announcement or review), never from a served literary or informational text. In Reading I–II the student picks the best supporting quotation from three. Using textual evidence for reflection and research is not practised. |
| 9-10.W.9a | PARTIAL | oak-reading-1:L1-L3 Four Reading I–II literary passages ('The Ledger', 'The Observatory Log', 'The Ugly Bead', 'The Map on the Kitchen Wall') carry grades 9–10 literature questions, e.g. 'Which piece of textual evidence BEST supports the claim that the mother's accounting was deliberate rather than careless?' and 'How does the narrator change over the course of the passage?' ▶ Play a live item: level 1 · level 2 · level 3 |
The grades 9–10 literature standards are applied only by choosing among three answers about a supplied passage. This is a writing standard, and applying those standards in the student's own writing is missing: no Writing Coach prompt asks for writing about a literary text. The analysis prompts are about an editorial, speech, advertisement, public-service announcement or review. |
| 9-10.W.9b | PARTIAL | oak-reading-1:L1-L3 + wp-oak-analyze Reading I–II: 'Evaluate the author's evidence for the claim that the shortage is already severe. Is it relevant and sufficient?'; 'Which quotation BEST supports the inference that scarcity alone will not stop illegal mining?'. Writing Coach rubric: 'Analysis of HOW each technique works on a reader'. ▶ Play a live item: level 1 · level 2 · level 3 |
The grades 9–10 informational standards are applied by choosing among three answers about a supplied passage. In the student's own writing they are applied only through Writing Coach, to one self-chosen persuasive text, and only to how it persuades: its techniques, their effect, and whether they earn agreement. The other informational standards are never applied in the student's own writing. |
| 9-10.W.10 | PARTIAL | wp-oak-argument / wp-oak-inform / wp-oak-analyze / wp-oak-narrative Thirteen single-sitting Writing Coach prompts across four purposes, e.g. 'Write a multi-paragraph argument: a precise claim, two developed reasons with evidence or examples, a counterclaim you answer fairly, and a conclusion that follows from your reasoning.' |
Short-time-frame writing for four purposes (an argument, an analysis of a persuasive text, an explanation for a first-time reader, a narrative) is served routinely, but only through Writing Coach; the first three also fill about three of every ten items in the English I–II readiness round, which never deals a narrative. Writing over extended time frames, with time for research, reflection and revision, is not served: each response is written in one sitting with at most one revision. (31 Oct 2026 note update: the three narrative prompts were added to Writing Coach; verdict unchanged.) |
| 9-10.SL.1 | NOT COVERED | No High School item or mode has the student take part in a discussion with partners. |
No mode structures a one-on-one, group or teacher-led discussion on grades 9–10 topics, texts or issues, so building on others' ideas and expressing one's own in discussion are never practised. Every High School item is answered alone, by choosing an option or typing. This is an interaction-mode wall, as in the Kansas and Missouri grades 9–10 rows; lettered parts a–d are NOT COVERED as well. |
| 9-10.SL.1a | NOT COVERED | — | There is no discussion to come prepared for, and no item asks the student to research material or to draw on that preparation in an exchange of ideas. Reading I–II passages are read alone and answered by choosing an option. Discussion and research are walls with nothing served here. |
| 9-10.SL.1b | NOT COVERED | No served item involves peers, discussion rules, decision-making, goals, deadlines or roles. |
Working with peers to set rules for collegial discussion and decision-making is a collaboration wall; the app has no peer interaction mode. |
| 9-10.SL.1c | NOT COVERED | — | No item has the student pose or respond to questions in a conversation, bring others into a discussion, or clarify, verify or challenge ideas aloud. This is a discussion-conduct wall with no serving items. |
| 9-10.SL.1d | NOT COVERED | — | No item has the student respond to other people's perspectives in a discussion, summarize points of agreement and disagreement, or qualify their own view in light of what others said. Reading III–IV's paired-text questions ask how two printed texts fit together, which is reading, not responding in discussion; they earn 11-12.SL.1d a PARTIAL in reading form, but Reading III–IV is written to the grades 11–12 reading standards and is counted only on grades 11–12 rows (as on 9-10.RL.6 and 9-10.RI.6), and no Reading I–II item sets two texts side by side. Discussion wall. |
| 9-10.SL.2 | NOT COVERED | — | Arizona asks the student to integrate sources presented in diverse media and formats and to judge each source's credibility and accuracy. Every High School source is printed prose. Reading III–IV (oak-reading-2) pairs two printed texts twice (a four-day-week pilot report with an operations director's letter; a city compost report with the contracted hauler's memo) and asks for the most complete synthesis ('Synthesizing both texts: what is the most complete account of the program's first year?', key: 'the program is real but overstated — its headline numbers count what was collected, not what became compost') and for an evaluation of Text B's reasoning, so the accuracy of one source's headline figures is touched. But no source arrives as audio, video, a chart or another medium, and no item asks how far each source can be trusted (the hauler's stake in its own contract is never raised). Reading III–IV is written to the grades 11–12 reading standards and is counted only on grades 11–12 rows (as on 9-10.RL.6 and 9-10.RI.6), which is why 11-12.SL.2 is PARTIAL on these same two pairs and this row is not; Reading I–II serves one passage at a time, so nothing in this course integrates two sources, in any medium: a multimedia wall with nothing served. |
| 9-10.SL.3 | NOT COVERED | — | No item has the student listen to and evaluate a speaker: High School passages are set for the student to read, and only the question can be read aloud. Reading I–II serves no speech. In Reading III–IV, 'The Retirement Speech' is a printed passage with six literary-reading items: what the speaker's 'gratitude' really communicates (sustained irony), the perspective he writes from, what the 'currency' metaphor argues, what the final short sentence ('No one has offered to.') does, why the gratitude-list structure suits the content, and which quotation supports a claim about him. These read a written speech's stance and rhetoric as literature; none evaluates the speaker's reasoning or use of evidence, and no High School item asks the student to identify fallacious reasoning or exaggerated or distorted evidence. Language & Revision adds one line from a mayor's speech ('We will rebuild this city, street by street.') and asks what the inclusive 'we' accomplishes. Reading III–IV is also written to the grades 11–12 reading standards and is counted only on grades 11–12 rows (as on 9-10.RL.6 and 9-10.RI.6); 11-12.SL.3, whose wording asks for stance, premises, word choice, emphasis and tone, is PARTIAL on the same speech. Reading a printed speech is not stretched into this listening standard, as in the Kansas grades 9–10 row: listening wall. |
| 9-10.SL.4 | NOT COVERED | — | The student never presents to listeners, so a clear, logical presentation and Arizona's added clause on eye contact, adequate volume and clear pronunciation are never practised. The nearest items are written choices in Language & Revision, such as the fitting opening line for science-fair judges, which touch only style, by selection. The app's only spoken answers are in early-grade skills. Speaking wall; the High School essays are credited to the writing standards, not stretched here. |
| 9-10.SL.5 | NOT COVERED | — | The student never makes a presentation, with or without digital media. The nearest items are written choices of a line for a spoken occasion (the opening for science-fair judges, the close of a speech about a new library), with no media component. Multimedia and speaking wall. |
| 9-10.SL.6 | NOT COVERED | — | Language & Revision asks which version suits a context and audience, and several contexts are spoken: testimony at a city council hearing, a wedding toast, a voicemail to a landlord, the opening line to science-fair judges. The student picks a written line and never speaks, so adapting speech to contexts and tasks is not practised. Speaking wall, as in the Kansas grades 9–10 row; command of formal English in writing is credited under L.1 and L.3. 11-12.SL.6, with the same statement and evidence, has the same verdict. |
| 9-10.L.1 | PARTIAL | oak-language:L2-L3 'Which verb form completes the sentence in standard written English? "Each of the proposals ___ a budget section."' (includes / include / including) ▶ Play a live item: level 2 · level 3 |
Grammar and usage are practised by multiple choice in Language & Revision (oak-language, an English III–IV skill open to every grades 9–12 student): subject–verb agreement across intervening words and in an inverted sentence (eight level-3 items, with a tense slip or a non-finite form among the wrong options), essential and nonessential clauses (level 3), and parallel structure and subordination (from level 2), in English and Spanish. Command is shown only by choosing among given versions: the student never speaks, and no High School essay rubric line grades grammar or usage (the writing coach may add a tip, for example on pronoun case). Missing: command of the conventions in the student's own writing or speech. |
| 9-10.L.1a | PARTIAL | oak-language:L2-L3 'A reader needs to hold the contrast between two tax plans in mind. Which sentence makes the contrast clearest?' (key: 'The first plan taxes income; the second taxes spending.') ▶ Play a live item: level 2 · level 3 |
Parallel structure is tested by selection in Language & Revision (oak-language, an English III–IV skill open to every grades 9–12 student) from level 2, in English and Spanish: the tax-plan contrast above, whose explanation names the parallel clauses, and a speech close built on a repeated 'we will' ('We will finish it, we will staff it, and we will keep it open.'), whose explanation credits the repetition at the head of each clause. They are two of about forty items at level 2 (about sixty at level 3). Reading III–IV also asks what 'They do not compress; they staff.' does for an argument, and its explanation names the parallel structure, but that is reading analysis, and Reading III–IV is counted only on grades 11–12 rows. The student never writes a parallel sentence and no High School rubric grades it, so 'use' is met only by choosing. |
| 9-10.L.1b | PARTIAL | oak-language:L2-L3 'The writer means that the town has several bridges, and only the timber one will be replaced. Which sentence is punctuated to say exactly that?' (key: 'The bridge that was built of timber will be replaced.') ▶ Play a live item: level 2 · level 3 |
Practised by selection in Language & Revision (oak-language, an English III–IV skill open to every grades 9–12 student), in English and Spanish: relative clauses punctuated as essential or nonessential to say exactly what the writer means (six level-3 items), an 'only if' adverbial clause that makes one event depend on another, a periodic sentence that holds its main clause behind three prepositional phrases, end focus, and two independent clauses joined by a semicolon. Reading I–II asks the cumulative effect of a participial series ('mined, barged, and poured into foundations elsewhere'), and from level 2 Language & Revision asks what turning actions into nouns does in a memo, but neither names the phrase type or has the student choose or build one. Missing: no item works with absolute phrases or noun clauses, and the student never chooses phrases and clauses to add variety and interest to their own writing or presentations. |
| 9-10.L.2 | PARTIAL | oak-language:L3 'Which version punctuates correctly?' (semicolon and colon items); 'The writer means that every student had studied, and every student passed. Which sentence is punctuated to say exactly that?' ▶ Play a live item from this skill |
Punctuation is practised by selection at level 3 of Language & Revision (oak-language, an English III–IV skill open to every grades 9–12 student): a semicolon between independent clauses, a colon before a list, and six items on whether a relative clause takes commas, in English and Spanish. Missing: no High School item tests capitalization or spelling, the student never punctuates their own sentences outside Writing Coach, and no High School essay rubric line grades mechanics (the coach may add a capitalization or spelling tip). The elementary Grammar and Spelling skills a High School student can still open are not counted. |
| 9-10.L.2a | PARTIAL | oak-language:L2-L3 'Which version punctuates correctly?' — 'The experiment failed; the notebook explains why.' against 'The experiment failed, the notebook explains why.' and 'The experiment failed; because the notebook explains why.' ▶ Play a live item: level 2 · level 3 |
At level 3 of Language & Revision (oak-language, an English III–IV skill open to every grades 9–12 student), about one question in forty is this semicolon item, in English and Spanish; its explanation says a semicolon joins two independent clauses. The tax-plan item (from level 2) also keys a semicolon, and the deliberate-fragment item (from level 2) offers 'Nothing; not one; mention of her.' as a wrong option, whose explanation says semicolons cannot join pieces that are not independent clauses. No item pairs a semicolon with a conjunctive adverb ('; however,'): the transition items put 'However' and 'Consequently' after a full stop. The student only picks the correct version and never uses a semicolon in their own writing, and the essay rubrics do not grade punctuation. |
| 9-10.L.2b | PARTIAL | oak-language:L3 'Which version punctuates correctly?' — 'She packed three things: a map, a knife, and doubt.' against 'She packed three things, a map, a knife, and doubt.' and 'She packed: three things, a map, a knife, and doubt.' ▶ Play a live item from this skill |
A colon before a list is tested by selection at level 3 of Language & Revision (oak-language, an English III–IV skill open to every grades 9–12 student), in English and Spanish, in one fixed sentence that comes up about once in forty level-3 questions. There is no colon-before-quotation item, and the student never places a colon in their own writing. |
| 9-10.L.2c | NOT COVERED | No High School item teaches or tests spelling. |
No High School rubric line grades spelling: the essay judge is told that ordinary spelling slips do not fail an otherwise strong answer. With Writing Coach on, the judge may add a fixed tip when spelling needs work ('Proofread for spelling — read it aloud and correct the word that looks wrong.'), but a tip that only suggests proofreading is not practice in spelling correctly, and nothing requires it. The elementary Spelling skill a High School student can still open is not counted. The same verdict as 11-12.L.2b, whose statement ('Use correct spelling.') and evidence are the same; the Kansas grades 9–10 row on this mechanism is PARTIAL, and this page under-claims. |
| 9-10.L.3 | PARTIAL | oak-reading-1:L1-L3 + oak-language:L1-L3 'In a company's public statement about a billing error: "Mistakes were made in the handling of your account." What does the passive voice accomplish in this context?'; "'Not money. Witnesses.' What does this syntax — two fragments — do that a full sentence would not?" ▶ Play a live item: level 1 · level 2 · level 3 |
How language functions in different contexts is practised in Language & Revision (oak-language, an English III–IV skill open to every grades 9–12 student): from level 2 the student says what a construction does where it appears (the same passive voice in a company apology and in a lab report's methods section, hedging in a medical abstract), and from level 1 picks the version that suits a context and audience. Knowledge of language is applied to comprehend passages in Reading I–II ('Not money. Witnesses.'; 'By August my welds were ugly and they held.'; the three-verb chain 'Mined, barged, and poured into foundations elsewhere'), in English and Spanish. Missing: the student makes language choices for meaning or style only by picking a writer's word or sentence shape from three; choices in the student's own writing happen only in Writing Coach (the formal register of its essays, and the precise words, telling details and sensory language its story rubric grades), so that clause is not fully met. (31 Oct 2026 note update: the three narrative prompts were added to Writing Coach; verdict unchanged.) |
| 9-10.L.3a | NOT COVERED | — | No prompt, item or High School Writing Coach rubric line mentions a style manual or formatting guidelines. The rubrics grade claim, evidence, organization, formal register and, in the narratives, narrative technique. (31 Oct 2026 note update: the three narrative prompts were added to Writing Coach; verdict unchanged.) |
| 9-10.L.4 | PARTIAL | oak-reading-1:L1-L3 + oak-language:L2-L3 "In the mother's 'bookkeeping,' what does the word 'columns' come to mean by the end?" ▶ Play a live item: level 1 · level 2 · level 3 |
Word and phrase meaning is worked out from context on five Reading I–II passages ('columns', 'remembers', 'a demolition in waiting', 'households', 'remembered'), in English and Spanish; the 'columns' item sets the literal accounting sense against the figurative one, a multiple-meaning word. From level 2 Language & Revision (an English III–IV skill open to every grades 9–12 student) reads 'shall' in a lease as a binding obligation rather than the future. Reading III–IV has five more ('performative presence', 'legible', 'the accidental instrument' and two figurative phrases), but it is the English III–IV reading skill, on grades 11–12 passages, and is not counted for this course. Missing: context is the only strategy ever practised — no word-part, reference or verification strategy (see L.4a, L.4c, L.4d) — so 'choosing flexibly from a range of strategies' is not met; and the Reading I–II targets are familiar words used in extended senses rather than unknown grade 9–10 words. |
| 9-10.L.4a | NOT COVERED | — | No High School item asks the student to identify or use a word-change pattern that signals meaning or part of speech (analyze, analysis, analytical). One Language & Revision item quotes actions turned into nouns ('The implementation of a reduction in staffing levels will occur in March.') but names the pattern for the student and asks only what it accomplishes (it hides who is cutting jobs). The word-part skills a High School student can still open (Prefixes, Suffixes, Word Machines) are elementary work and are not counted. |
| 9-10.L.4b | FULL | oak-reading-1:L1-L3 "'The telescope only sees. The log is what remembers.' What does 'remembers' mean here?" ▶ Play a live item: level 1 · level 2 · level 3 |
Five Reading I–II passages each ask what a word or phrase means where it is used, and each answer depends on the surrounding text: 'columns' built up across the bookkeeping passage, 'remembers' read against the university's call, 'a demolition in waiting', 'households' unpacked by the next sentence, and 'remembered' set against 'measured'. The wrong options are readings that ignore the context, and the explanation names the clue. In English and Spanish, at every level. |
| 9-10.L.4c | NOT COVERED | — | No High School item has the student consult a dictionary, glossary or thesaurus, or asks about a word's pronunciation, part of speech or etymology. 'Consult' is a conduct verb, and any dictionary practice elsewhere in the app is elementary work that is not counted here. |
| 9-10.L.4d | NOT COVERED | — | Each Reading I–II meaning item is a single three-option choice; the student is never asked to check a first guess against the context or a reference. The explanation shown after answering names the context clue, but that is feedback, not a verification step the student performs. |
| 9-10.L.5 | PARTIAL | oak-reading-1:L1-L3 + oak-language:L1-L3 "'The survey measured the valley. Her map remembered it.' What distinction does 'remembered' draw?" ▶ Play a live item: level 1 · level 2 · level 3 |
Figurative language is interpreted in context on five Reading I–II passages, and from level 2 Language & Revision (oak-language, an English III–IV skill open to every grades 9–12 student) asks what a euphemism and an understatement accomplish, each in a single sentence, in English and Spanish; only one Reading I–II item follows a figure's role across a text (see L.5a). Reading III–IV's extended metaphors are not counted for this course: it is the English III–IV reading skill, on grades 11–12 passages. Nuance between words of similar meaning is met only in part (see L.5b): the student picks the word that carries a writer's stated attitude ('intransigent' against 'resolute' for disapproval). Missing: no High School item works on word relationships such as analogy, part to whole or cause and effect; the app's only analogy practice is the grade 4 Analogies skill, which is not counted. |
| 9-10.L.5a | PARTIAL | oak-reading-1:L1-L3 + oak-language:L2-L3 "In the mother's 'bookkeeping,' what does the word 'columns' come to mean by the end?" (key: 'competing ways of measuring a life — money against accumulated goodwill'; the explanation: 'the final sentence only works at the figurative level'); "'The telescope only sees. The log is what remembers.' What does 'remembers' mean here?" ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: figures of speech interpreted in context, in English and Spanish, with wrong answers that read the figure literally or overreach. Reading I–II serves five ('columns', 'remembers', 'a demolition in waiting', 'households', 'remembered'), and only the 'columns' item follows a figure's work across the passage, to its last line. From level 2, Language & Revision (oak-language, an English III–IV skill open to every grades 9–12 student) asks what a euphemism ('schedule adjustment', Arizona's own example) and an understatement ('a bit of a setback' for a fire that destroyed thirty years of paintings) accomplish, but each in a single sentence, not in a text. Missing: 'analyze their role in the text' is met by that one 'columns' item only; the other Reading I–II items ask what the figure means, not what work it does in the passage, as in the Kansas grades 9–10 rows on the same items. The extended metaphors in Reading III–IV ('Loyalty… is a currency', 'Feelings are not a budgeted item') are read inside the whole passage, but Reading III–IV, the English III–IV reading skill on grades 11–12 passages, is not counted for this course (as on 9-10.RL.6 and 9-10.RI.6); they are credited on 11-12.L.5a. No oxymoron is served, but Arizona names it only as an example. |
| 9-10.L.5b | PARTIAL | oak-language:L1-L3 'The writer wants to convey disapproval of the delegates' refusal to give ground. Which word best completes the sentence? "The delegates' ___ stance on water rights stalled the treaty for three years."' (intransigent / resolute / long-standing) ▶ Play a live item: level 1 · level 2 · level 3 |
Language & Revision (oak-language, an English III–IV skill open to every grades 9–12 student) deals ten such items at every level, in English and Spanish, each pairing the keyed word with a near-synonym that carries a different attitude (shrewd or cunning, mob or crowd, concise or curt, evasive or measured, venerable or dilapidated). Missing: the student is told the writer's attitude and picks the word that carries it, so the nuance is applied rather than analyzed; what separates the near-synonyms is set out only in the explanation after answering, and no item asks the student what distinguishes two words of similar denotation. The words sit in stand-alone sentences. |
| 9-10.L.6 | PARTIAL | oak-reading-1:L1-L3 + oak-language:L1-L3 'The writer wants to convey admiration for the investor's judgment. Which word best completes the sentence? "The ___ investor bought the empty warehouses years before the district revived."' (shrewd / cunning / anonymous) ▶ Play a live item: level 1 · level 2 · level 3 |
Words and phrases are worked out from context in Reading I–II, the precise word for a writer's aim is chosen from near-synonyms in Language & Revision (oak-language, an English III–IV skill open to every grades 9–12 student), and from level 2 one item reads a domain-specific use ('The tenant shall pay rent on the first day of each month.' — 'shall' as a binding obligation). Missing: accurate use of academic and domain-specific words in the student's own writing or speech happens only in Writing Coach (the explain-a-process essays are graded on 'Terms defined at first use'), and nothing asks the student to gather vocabulary knowledge independently. |
| Code | Verdict | Evidence (generator · live items) | Audit note — what is practised, what is missing |
|---|---|---|---|
| 11-12.RL.1 | PARTIAL | oak-reading-2:L1-L3 'Which quotation BEST supports the claim that the speaker was demoted rather than developed?' (answer: 'holding four different job titles in one fiscal year', on The Retirement Speech); 'Which quotation BEST supports the claim that the clockmaker kept the clocks running as a matter of principle rather than habit?' (on The Clockmaker's Shelf); inference: 'The speaker says he is 'grateful' throughout. What is really being communicated?' ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: inferring what two satirical literary pieces mean beneath what they say, and choosing which quotation best supports a claim about a literary passage. Missing: the student never cites evidence, because each evidence item is a choice among three given quotations and nothing is written. No item on a literary passage asks where the text leaves matters uncertain; that question is asked only of informational passages. (Also, no poem or drama is served, though this standard names no genre.) |
| 11-12.RL.2 | PARTIAL | oak-reading-2:L1-L3 'The speaker says he is 'grateful' throughout. What is really being communicated?' (answer: 'a catalog of grievances delivered through sustained irony — each thanks names a broken promise'); 'The writer says 'no hard feelings' and 'I take some comfort.' What is really being communicated?' (answer: 'a complaint about understaffing and a withdrawn raise, delivered in the language of thanks'). ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: finding the one central message beneath each of two satirical literary pieces, plus an item on why The Clockmaker's Shelf holds back its explanation (the answer: 'the correction becomes the lesson'). Missing: no literary item asks for two or more themes, how they develop over the course of the text, or how they interact and build a complex account. The 'Which TWO central ideas…' items run only on informational passages. No item asks for an objective summary, and the student never writes one. |
| 11-12.RL.3 | PARTIAL | oak-reading-2:L1-L3 'The narrator presents the shelf as a mystery before explaining it. Why is this ordering the right one for the passage's purpose?' (answer: 'the reader assumes, with the narrator, that the clocks are a collection, and the correction becomes the lesson'), on The Clockmaker's Shelf. ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: the impact of one choice about how a short story orders its events. A second item on the same story ('Which quotation BEST supports the claim that the clockmaker kept the clocks running as a matter of principle rather than habit?') touches character, but only as a choice of evidence. Arizona drops the Common Core's examples, so the test is 'develop and connect elements' of a story: the ordering of events is the only element whose handling is analyzed. Missing: how the author develops the other elements. No item analyzes how a character is introduced or changes, what the setting does, or how one element shapes another. (No drama is served; the standard reads 'story or drama', so that is a note, not a missing clause.) |
| 11-12.RL.4 | PARTIAL | oak-reading-2:L1-L3 ''Loyalty… is a currency… accepted in remarkably few places.' What does this extended metaphor argue?'; ''Feelings are not a budgeted item.' What does this phrase argue?'; 'Evaluate the final clause: 'the building will keep at least one of us.' What does it do to the sentence it ends?' (answer: 'it makes the plaque the only member of the team the organization retains, turning comfort into indictment'). ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: figurative phrases interpreted in context in two satirical literary pieces, and three items on how a specific choice shapes meaning and tone (the retirement speech's last line, the plaque letter's final clause, a short sentence in The Clockmaker's Shelf). Missing: connotative meaning inside a literary text. No literary passage item isolates a word's connotation. Language & Revision (oak-language) asks which word carries a writer's attitude ('intransigent' rather than 'resolute'), but only in stand-alone sentences, so it is not credited here. |
| 11-12.RL.5 | PARTIAL | oak-reading-2:L1-L3 'The speech is structured as a gratitude list. Why is this structure the right delivery system for its actual content?'; 'The letter follows the form of a gracious acceptance note. Why is that form the right vehicle for its content?'; 'The narrator presents the shelf as a mystery before explaining it. Why is this ordering the right one for the passage's purpose?' ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: how a structural choice serves a literary text's overall shape and meaning (a gratitude list, an acceptance-note form, a mystery held back), plus short-sentence items such as ''The craft, it turned out, was not in the gears. It was in the decision to treat an unclaimed object as someone's property…' Evaluate what the short first sentence does.' Missing: aesthetic impact. Every question asks why the structure fits the content, and none asks the student to judge its aesthetic effect. (No poem or drama is served either.) |
| 11-12.RL.6 | PARTIAL | oak-reading-2:L1-L3 'The speaker says he is 'grateful' throughout. What is really being communicated?'; 'The speech assumes an employment world of corner-office promises, decades-long tenure, and loyalty-for-security bargains. What perspective does the author write FROM?' (the explanation ends 'The author's historical position produces the irony'); 'The narrator presents the shelf as a mystery before explaining it…' (answer: 'the reader assumes, with the narrator, that the clocks are a collection, and the correction becomes the lesson'). ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: separating what a first-person speaker says from what is meant in two satirical pieces (a retirement speech, and a letter returning a plaque 'with no hard feelings'), naming the perspective two authors write from, and seeing how the clockmaker story's narrator shares a wrong guess with the reader. Arizona's wording differs from the Common Core: it asks for point-of-view analysis 'using a variety of genres'. Missing: that variety. All three literary pieces are short first-person prose, two of them satirical monologues, with no poem, no drama and no third-person narration, so the effect of different narrative points of view is never met. The items also ask what is really meant rather than how the point of view produces it; that link is spelled out in the explanations, except in the clockmaker ordering item, where the student must see that the reader shares the narrator's wrong guess. Held PARTIAL, below the Kansas and Missouri FULL, because of Arizona's added clause. |
| 11-12.RL.7 | NOT COVERED | No served item presents more than one version of a story, drama or poem (a recorded or live production, a recorded novel or poem, a film); the three Reading III–IV literary passages are single printed texts. |
No item compares interpretations or evaluates how a version interprets its source text; recorded and staged versions are outside what the app serves. |
| 11-12.RL.8 | N/A | Arizona prints this code as '(Not applicable to literature)', so there is nothing to practise. |
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| 11-12.RL.9 | NOT COVERED | The only paired-text items ('Synthesizing both texts: what is the most complete account of the four-day week's prospects?', and the same question for a city compost program) are on present-day informational reports, letters and memos. The three literary passages are single, original contemporary pieces and are never paired. |
No item analyzes how two or more literary texts treat a similar theme or topic, and nothing draws on texts from a range of time periods. The informational pairs belong to the informational-text standards and are not credited here. |
| 11-12.RL.10 | PARTIAL | oak-reading-2:L1-L3 Three literary prose pieces (a short story, The Clockmaker's Shelf; an ironic retirement speech; an ironic letter returning an award), each read by the student without narration, in English and Spanish, and followed by comprehension and analysis questions. ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: reading short literary prose independently. Missing: dramas and poetry (none is served), and grade 11–12 range and complexity. The literary passages run about 180 to 230 words, and the same passages and items come up at every level, so there is no rise toward grade-12 complexity. |
| 11-12.RI.1 | PARTIAL | oak-reading-2:L1-L3 'Text B's author never states his overall position on the four-day week. What is it, read between the lines?'; 'Synthesizing both texts: what is the most complete account of the four-day week's prospects?' (answer: '…the pilots cannot say which sector is larger'); 'Evaluate the evidence for the claim that deferred maintenance is costly. How strong is it?' (answer: 'relevant but thin — one cost ratio with no source named…'). ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: inferences on informational passages (positions the authors never state) and judging where the text leaves matters uncertain: what the pilots cannot say, what the glass floats 'can and cannot show', and a cost claim that rests on one unsourced figure. Missing: citing evidence. No Reading III–IV informational item asks the student to choose or supply the line that supports a reading, and the student writes nothing. Writing Coach's analysis essay ('quote or describe where each appears') is the only written citation, and it cannot make this row FULL. |
| 11-12.RI.2 | PARTIAL | oak-reading-2:L1-L3 'Which TWO central ideas do the paired texts develop, taken together?' (the four-day week; a compost program) and 'Which TWO central ideas does the article develop together?' (answer: 'an accident can become a scientific instrument, and an instrument's limits shape what it can honestly claim', on Messages in Glass). ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: determining two central ideas of a text or a pair of texts, chosen from three options. Missing: analyzing how those ideas develop and interact over the course of the text, which appears only in the explanation after answering. Arizona asks for a complex analysis or an objective summary (either would do), and the student provides neither. |
| 11-12.RI.3 | PARTIAL | oak-reading-2:L1-L3 'Synthesizing both texts: what is the most complete account of the program's first year?' (answer: 'the program is real but overstated — its headline numbers count what was collected, not what became compost'); ''They are probably right about the voters. They are wrong about what follows from it.' What rhetorical work does this pair of sentences do?' ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: how the ideas of two texts bear on each other, and how one idea (the critics') is turned within an essay. Missing: no item traces how specific individuals, ideas or events develop over the course of one text. The glass-floats article is a sequence of events (floats lost, years of drift, use by oceanographers, replacement by satellite drifters), but no question follows that sequence. The student also chooses among three options and never explains. |
| 11-12.RI.4 | PARTIAL | oak-reading-2:L1-L3 + oak-language:L2-L3 'Text A calls the fifth day 'a container for meetings, fatigue and performative presence.' What does 'performative presence' mean in this context?'; ''To make maintenance legible.' What does 'legible' mean in this context?'; ''The accidental instrument.' What does this phrase convey?'; and, from level 2 of Language & Revision, 'In a residential lease: "The tenant shall pay rent on the first day of each month." What does the word 'shall' accomplish in this context?' (answer: 'it states a binding obligation'). ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: figurative and connotative meanings worked out from context in three informational passages, and a technical sense ('shall' as a binding obligation) in a one-line lease excerpt. Missing: no item asks how an author uses and refines the meaning of a key term over the course of a text. |
| 11-12.RI.5 | PARTIAL | oak-reading-2:L1-L3 ''They are probably right about the voters. They are wrong about what follows from it.' What rhetorical work does this pair of sentences do?'; ''They do not compress; they staff.' Evaluate how this sentence's construction serves Text B's argument.'; 'Evaluate how the author handles the method's limits. What effect do they have on the account?' ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: evaluating how a sentence, a concede-then-rebut pair and a paragraph on a method's limits serve an informational argument or account. Missing: text features, which Arizona's wording adds. No served informational passage has headings, captions, graphics or other text features, so none is analyzed or evaluated. No item evaluates the structure of a whole informational text either. |
| 11-12.RI.6 | FULL | oak-reading-2:L1-L3 On the operations director's letter (Text B, the four-day week): 'Text B's author never states his overall position on the four-day week. What is it, read between the lines?'; ''They do not compress; they staff.' Evaluate how this sentence's construction serves Text B's argument.' (answer: 'the balanced two-verb antithesis states the entire economic divide in six words, giving the objection the force of a law'); 'Evaluate Text B's reasoning. What makes its selection-bias argument strong?' ▶ Play a live item: level 1 · level 2 · level 3 |
On effective informational arguments, in English and Spanish, the student works out the writer's unstated position, how the style of a sentence serves the argument, and how the content (reasoning and evidence) makes it effective, all three on the same text. The essay on maintenance has parallel items: a concede-then-rebut pair, the sentence 'No photograph has ever been taken of a water main being replaced on schedule', and how strong its cost evidence is. Thin: four passages, all three-option choices, and purpose is carried by the position questions rather than asked by name. Audit 25 Oct 2026: each clause re-checked against the items. 'Determine' and 'analyze' are met by choosing, and Arizona's 'effectiveness' replaces the Common Core's 'power, persuasiveness or beauty' without asking for more, so the row is FULL on Arizona's own wording (its Kansas twin is FULL too, which was a hint, not the reason). |
| 11-12.RI.7 | PARTIAL | oak-reading-2:L1-L3 'Synthesizing both texts: what is the most complete account of the four-day week's prospects?' and 'Evaluate Text B's reasoning. What makes its selection-bias argument strong?'; the compost pair carries matching questions ('Synthesizing both texts: what is the most complete account of the program's first year?' and 'Evaluate Text B's reasoning. What makes its objection strong?'). ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: integrating and evaluating two print sources to answer a question, chosen from three options. Missing: sources in different media or formats. Every source is printed prose; Text A's figures are given in sentences, never as a table, chart or image, so nothing integrates visual, quantitative or audio information with print. |
| 11-12.RI.8 | PARTIAL | oak-reading-2:L1-L3 ''They are probably right about the voters. They are wrong about what follows from it.' What rhetorical work does this pair of sentences do?' (answer: 'it grants the critics' premise and denies their conclusion, redirecting the argument toward what can change'); 'Evaluate the evidence for the claim that deferred maintenance is costly. How strong is it?'; 'Evaluate Text B's reasoning. What makes its selection-bias argument strong?' ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: delineating and evaluating the reasoning, premises, purpose and argument of original contemporary arguments (an essay on infrastructure maintenance, a letter on the four-day week, a hauler's memo). Missing: seminal U.S. and world texts. No served passage is one, so this evaluation is never done on the texts the standard names. |
| 11-12.RI.9 | NOT COVERED | None of the seven Reading III–IV passages is a foundational U.S. or world document of historical or literary significance; all are original contemporary pieces (a story, a speech, a letter, two paired-text sets, an essay and an article). |
No foundational documents are served, and so no items on their themes, purposes or rhetorical features. Theme, purpose and rhetoric are analyzed only on present-day originals, which this standard does not credit. |
| 11-12.RI.10 | PARTIAL | oak-reading-2:L1-L3 Four informational passages (two paired-text sets, on the four-day week and a city compost program; an argumentative essay on infrastructure maintenance; a history-of-science article on glass fishing floats), each read by the student without narration, in English and Spanish, with 18 comprehension and analysis items. ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: reading short informational and argumentative texts independently. Missing: grade 11–12 range and complexity. Each passage runs about 180 to 240 words, and the same passages and items come up at every level, so there is no longer or more complex reading to show proficiency through grade 12. |
| 11-12.W.1 | PARTIAL | wp-oak-argument Four argument prompts share one wording and one rubric, e.g. 'Some schools require every student to complete a set number of community service hours before graduation. Take a position on whether yours should. Write a multi-paragraph argument: a precise claim, two developed reasons with evidence or examples, a counterclaim you answer fairly, and a conclusion that follows from your reasoning. Maintain a formal register throughout.' Rubric: 'A precise, arguable claim stated early'; 'Two reasons, each developed with evidence or a concrete example'; 'A counterclaim presented fairly and answered'; 'Formal register maintained — no slang, no direct address'; 'A conclusion that follows from the argument, not a restatement'. |
With Writing Coach on, the student writes an argument of 400 to 2,500 characters on one of four school-policy topics (narrative feedback instead of letter grades, required community service hours, a required personal finance semester, digital textbooks), and the grader requires each rubric point to be 'clearly and substantively present'. These are the same prompts grades 9 and 10 get, with no added grade 11–12 demand, and the default English III–IV readiness round (Reading III–IV and Language & Revision) never deals them. Missing: the evidence is the student's own (no sources are supplied), and the significance of the claim, the strengths and limitations of each side, and the links between claims, reasons and evidence are not graded. The argument is met only through Writing Coach, so the row stays PARTIAL. |
| 11-12.W.1a | PARTIAL | wp-oak-argument Rubric: 'A precise, arguable claim stated early'; 'A counterclaim presented fairly and answered'. Every argument prompt asks for 'a precise claim, two developed reasons with evidence or examples, a counterclaim you answer fairly, and a conclusion that follows from your reasoning'. |
Practised in Writing Coach only: a precise claim stated early, and an opposing claim presented and answered, which sets the claim apart from it. Missing: no rubric line grades establishing the significance of the claim or how knowledgeable it is, and the argument rubric has no organization line, so creating an organization that logically sequences claims, counterclaims, reasons and evidence is never graded. A row met only through Writing Coach is never FULL. |
| 11-12.W.1b | PARTIAL | wp-oak-argument Rubric: 'Two reasons, each developed with evidence or a concrete example'; 'A counterclaim presented fairly and answered'. |
Practised in Writing Coach only: developing the claim with two evidenced reasons and presenting a counterclaim fairly. Missing: evidence is required for the reasons but not for the counterclaim; nothing asks the student to point out the strengths and limitations of both sides; and the argument prompts name no audience, so anticipating the audience's knowledge level, concerns, values and possible biases is never graded. Reading III–IV asks the student to evaluate an author's reasoning ('Evaluate Text B's reasoning. What makes its selection-bias argument strong?'), but that is choosing among three readings of someone else's argument, not developing one's own. |
| 11-12.W.1c | PARTIAL | oak-language:L1-L2 Language & Revision, every level: 'Choose the transition that expresses the real relationship between the sentences: "Several cities restrict short-term rentals. ___, Barcelona caps them by district."' (key 'For example'; three fixed items: cause to effect, contrast, general claim to instance). From level 2: 'A reader needs to hold the contrast between two tax plans in mind. Which sentence makes the contrast clearest?' (key 'The first plan taxes income; the second taxes spending.'), and two sentences about a council vote and a library reopening 'must become one sentence showing that the reopening depends on how the vote turns out' (key 'Only if the council approves the budget next week will the library reopen in May.'). ▶ Play a live item: level 1 · level 2 |
Linking words and sentence structures that clarify relationships are practised only by choosing among three given versions, on pairs of sentences, never across the major sections of a text. Writing Coach's argument rubric has no linking, cohesion or syntax line (only the explanation prompts grade transitions). Missing: using words, phrases, clauses and varied syntax in the student's own argument to link its sections, create cohesion, and make clear how claims relate to reasons, reasons to evidence, and claims to counterclaims. |
| 11-12.W.1d | PARTIAL | wp-oak-argument Rubric: 'Formal register maintained — no slang, no direct address'; every argument prompt says 'Maintain a formal register throughout.' |
Practised in Writing Coach only: a formal register held across a multi-paragraph argument, the style an academic argument calls for. Missing: tone is never graded, and the student writes in one discipline only (a school-policy argument), so matching style and tone to the norms and conventions of a discipline is never practised in the student's own writing. Discipline conventions appear only as multiple-choice reading in Language & Revision: 'Which version suits that context and audience?' for 'The thesis statement of a history research paper' (level 1+), and what the passive voice accomplishes in the methods section of a lab report or what the hedging in 'suggest' and 'may' does in a medical study's abstract (level 2+). |
| 11-12.W.1e | PARTIAL | wp-oak-argument Rubric: 'A conclusion that follows from the argument, not a restatement'; every argument prompt asks for 'a conclusion that follows from your reasoning'. |
With Writing Coach on, the student ends each of the four argument prompts with a conclusion graded for following from the argument. Missing: nothing outside Writing Coach asks the student to write a conclusion, and a row met only through Writing Coach is never FULL. |
| 11-12.W.2 | PARTIAL | wp-oak-inform 'Explain a natural process you have studied — how clouds form and produce rain, how a seed becomes a plant, or how muscles grow stronger with training. Write several paragraphs for a reader encountering it for the first time: define the necessary terms when they first appear, sequence the stages logically, and close by explaining what most people misunderstand about it.' Rubric: 'An opening that frames the process and why it matters'; 'Terms defined at first use'; 'Stages sequenced logically with transitions'; 'A closing built on the common-misunderstanding move'; 'Precise, formal prose throughout'. |
With Writing Coach on, the student writes an explanation of 400 to 2,500 characters on one of three process topics (a process they could teach, a natural process, a community public service). These are the same prompts grades 9 and 10 get, and the English III–IV readiness round never deals them. Organization is graded. Missing: the effective selection and analysis of content are not rubric lines, and the subject is always how a process or system works (the rubric frames it as 'the process'), so other complex ideas, concepts and information are never explained. The writing is met only through Writing Coach, so the row stays PARTIAL. |
| 11-12.W.2a | PARTIAL | wp-oak-inform Rubric: 'An opening that frames the process and why it matters'; 'Stages sequenced logically with transitions'. |
Practised in Writing Coach only: introducing the topic and ordering the stages so each follows from the one before. Missing: the answer is a plain text box, so formatting, graphics and multimedia can never be included; building complex ideas into a unified whole is graded only as the order of stages in a process. |
| 11-12.W.2b | PARTIAL | wp-oak-inform Rubric: 'Terms defined at first use'; every informative prompt is written 'for a reader encountering it for the first time'. |
Practised in Writing Coach only: defining terms for a first-time reader. Missing: no rubric line grades developing the topic thoroughly or selecting the most significant and relevant facts, extended definitions, concrete details, quotations or examples, and the audience is always the same newcomer. |
| 11-12.W.2c | PARTIAL | oak-language:L1-L2 + wp-oak-inform Writing Coach explanation rubric: 'Stages sequenced logically with transitions'. Language & Revision: 'Choose the transition that expresses the real relationship between the sentences: "The data supported the theory. ___, one anomaly resisted every model."' (key 'However'); from level 2, 'Which sentence makes the contrast clearest?' (key 'The first plan taxes income; the second taxes spending.'). ▶ Play a live item: level 1 · level 2 |
Transitions in the student's own writing are graded only in Writing Coach, as one rubric line about moving between stages. Missing: no rubric line asks for appropriate and varied transitions, varied syntax, or cohesion among complex ideas and concepts; Language & Revision practises transitions and syntax only by choosing among three versions of a sentence or sentence pair. |
| 11-12.W.2d | PARTIAL | wp-oak-inform Rubric: 'Precise, formal prose throughout'; 'Terms defined at first use'. |
Practised in Writing Coach only: precise prose and defining the terms of the process. Missing: no prompt or rubric line asks for rhetorical techniques to manage the complexity of the topic, and domain-specific vocabulary is graded only as defining terms. Outside Writing Coach, precise word choice is practised by multiple choice in Language & Revision ('The writer wants to convey disapproval of the delegates' refusal to give ground. Which word best completes the sentence? "The delegates' ___ stance on water rights stalled the treaty for three years."', key 'intransigent'), not in the student's own writing. |
| 11-12.W.2e | PARTIAL | wp-oak-inform Rubric: 'Precise, formal prose throughout'. |
Practised in Writing Coach only: precise, formal prose held across a multi-paragraph explanation. Missing: tone is never graded, and the explanation is always of how a process or system works, for a general newcomer, so matching style and tone to the norms and conventions of a discipline is never practised in the student's own writing. Discipline conventions appear only as multiple-choice reading in Language & Revision, for example what the passive voice in 'The solution was heated until it changed color.' accomplishes in the methods section of a lab report (key 'it keeps attention on the procedure rather than on who performed it', level 2+). |
| 11-12.W.2f | PARTIAL | wp-oak-inform Rubric: 'A closing built on the common-misunderstanding move'; every informative prompt says 'close by explaining what most people misunderstand about it'. |
With Writing Coach on, each of the three explanation prompts ends with a graded closing on what most people misunderstand about the process. That is one fixed closing move; why the topic matters is graded in the opening ('An opening that frames the process and why it matters'), not the conclusion. Missing: nothing outside Writing Coach asks the student to write a conclusion (the nearest are two Language & Revision items, level 2 and up, that pick from three the closing sentence of a narrated paragraph and the closing line of a speech), and a row met only through Writing Coach is never FULL. |
| 11-12.W.3 | PARTIAL | wp-oak-narrative Three narrative prompts share one instruction and one rubric, e.g. 'Think of a misunderstanding between two people that looks different once the reader learns what each of them knew — a message read the wrong way, a borrowed thing that never came back, a plan only one of them heard about. Tell an invented story in several paragraphs: an opening that sets out the situation and why it matters, a clear narrator and point of view, dialogue and pacing at the key moment, precise and sensory detail, events that build on one another toward a deliberate tone and outcome, and a conclusion that reflects on what was experienced or resolved.' |
With Writing Coach on, the student writes an invented narrative of 400 to 2,500 characters on one of three situations (a choice between two things someone valued, a place a character knows well at the moment it changed for good, a misunderstanding between two people; the standard's 'real or imagined' allows an invented story), and the grader requires each of five rubric lines to be 'clearly and substantively present': an opening that sets out the situation and why it matters, dialogue and pacing at the key moment, events that build toward a deliberate tone and outcome, precise and sensory language, and a reflective conclusion. These are the same prompts grades 9 and 10 get, and the default English III–IV readiness round (Reading III–IV and Language & Revision) never deals them. Reading a narrative in Reading III–IV is not writing one and is not counted. The narrative is met only through Writing Coach, so the row stays PARTIAL. (31 Oct 2026: NOT COVERED → PARTIAL when the three narrative prompts were added to Writing Coach; a re-check by two auditors on 31 Oct 2026 confirmed PARTIAL.) |
| 11-12.W.3a | PARTIAL | wp-oak-narrative Rubric: 'An opening that sets out the situation and why it matters, with a clear narrator and point of view'; 'Events that build on one another toward a deliberate tone and outcome'. |
Practised in Writing Coach only: setting out a problem or situation and its significance ('why it matters'), introducing a narrator and establishing a point of view (the clause asks for one or multiple, so the graded one meets it, and one of the three narrative prompts invites two), and a progression of events that build on one another. Missing: nothing grades whether that progression is smooth, and these are the same prompts grades 9 and 10 get. A row met only through Writing Coach is never FULL. (31 Oct 2026: NOT COVERED → PARTIAL when the three narrative prompts were added to Writing Coach; a re-check by two auditors on 31 Oct 2026 confirmed PARTIAL.) |
| 11-12.W.3b | PARTIAL | wp-oak-narrative Rubric: 'Dialogue and pacing that develop the key moment — shown, not summarized'. |
Practised in Writing Coach only: dialogue and pacing develop the key moment of the student's own narrative, with description and reflection graded in two other rubric lines. That is what Arizona's grades 11–12 clause asks: it names no particular technique. Missing: nothing outside Writing Coach asks for it; picking one line for someone else's story in Language & Revision is not counted. A row met only through Writing Coach is never FULL. (31 Oct 2026: NOT COVERED → PARTIAL when the three narrative prompts were added to Writing Coach; a re-check by two auditors on 31 Oct 2026 confirmed PARTIAL.) |
| 11-12.W.3c | PARTIAL | wp-oak-narrative Rubric: 'Events that build on one another toward a deliberate tone and outcome'. |
Practised in Writing Coach only: ordering the events of the student's own narrative so each builds on the last toward a deliberate tone and outcome, the clause's 'particular tone and outcome'. Missing: using a variety of techniques to sequence events, such as a flashback or a time shift, is never asked for or graded; judging the order of a published narrative in Reading III–IV is reading and is not counted. A row met only through Writing Coach is never FULL. (31 Oct 2026: NOT COVERED → PARTIAL when the three narrative prompts were added to Writing Coach; a re-check by two auditors on 31 Oct 2026 confirmed PARTIAL.) |
| 11-12.W.3d | PARTIAL | wp-oak-narrative Rubric: 'Precise words, telling details and sensory language that make the setting and characters vivid'. |
Practised in Writing Coach only: precise words, telling details and sensory language that give a vivid picture of the setting and characters in the student's own narrative. Missing: nothing outside Writing Coach asks for it. A row met only through Writing Coach is never FULL. (31 Oct 2026: NOT COVERED → PARTIAL when the three narrative prompts were added to Writing Coach; a re-check by two auditors on 31 Oct 2026 confirmed PARTIAL.) |
| 11-12.W.3e | PARTIAL | wp-oak-narrative Rubric: 'A conclusion that follows from the events and reflects on what was experienced or resolved'. |
Practised in Writing Coach only: a conclusion that follows from the narrative's events and reflects on what was experienced or resolved. Missing: nothing outside Writing Coach asks the student to conclude a narrative, and a row met only through Writing Coach is never FULL. (31 Oct 2026: NOT COVERED → PARTIAL when the three narrative prompts were added to Writing Coach; a re-check by two auditors on 31 Oct 2026 confirmed PARTIAL.) |
| 11-12.W.4 | PARTIAL | wp-oak-argument / wp-oak-inform / wp-oak-analyze / wp-oak-narrative Thirteen multi-paragraph prompts of four kinds, each with its own rubric: an argument ('a precise claim, two developed reasons with evidence or examples, a counterclaim you answer fairly'), an analysis of a persuasive text ('Organized paragraphs in a formal register'), an explanation of a process written 'for a reader encountering it for the first time' ('Stages sequenced logically with transitions'), and a narrative ('Events that build on one another toward a deliberate tone and outcome'). |
With Writing Coach on, development, organization and style are graded against a rubric that changes with the task and purpose, at a high-school standard. Missing: only the explanation prompts name an audience, the argument rubric has no organization line, and none of the prompts is written for grades 11 and 12 or dealt in the English III–IV readiness round. Outside Writing Coach, matching style to an audience is practised only by choosing ('Which version suits that context and audience?' in Language & Revision). The writing is met only through Writing Coach, so the row stays PARTIAL. (31 Oct 2026 note update: the three narrative prompts were added to Writing Coach; verdict unchanged.) |
| 11-12.W.5 | PARTIAL | oak-language:L1-L3 + wp-oak-argument / wp-oak-inform / wp-oak-analyze Language & Revision: 'Which is the MOST CONCISE revision of: "due to the fact that the bridge was closed"?' (key 'because the bridge was closed'). Writing Coach: when a first draft misses the rubric, the student sees up to three fixed coaching lines (for example 'Check the sequence — add transitions so a new reader can follow each step.') and may revise once before it is scored. ▶ Play a live item: level 1 · level 2 · level 3 |
The student revises their own writing once, only in Writing Coach and only after a draft that does not pass; the coaching lines are general fixed tips, not feedback on what matters most for the purpose and audience. Missing: planning and trying a new approach are never asked for, there is no multi-draft cycle, and Language & Revision practises revising and editing (concision, transitions, register, agreement, comma use) by choosing among three given sentences, not by editing the student's own writing. |
| 11-12.W.6 | PARTIAL | wp-oak-argument / wp-oak-inform / wp-oak-analyze In Writing Coach the student types a multi-paragraph response of 400 to 2,500 characters in the app; a draft that misses the rubric gets coaching and one revision before it is graded. |
Producing writing with technology happens, and the single coached revision is one round of updating in response to feedback. Missing: nothing is published or shared, there is no shared writing product, the student never uses the internet to bring in new arguments or information, and feedback is one round rather than ongoing. All of it happens only in Writing Coach. |
| 11-12.W.7 | NOT COVERED | Nearest: Reading III–IV asks, 'Synthesizing both texts: what is the most complete account of the four-day week's prospects?', a choice among three syntheses of two supplied texts. |
No research task is served: the student never poses or answers a research question, narrows or broadens an inquiry, finds sources, or writes a synthesis of several sources. Choosing the best synthesis of two provided passages is reading, not a research project. |
| 11-12.W.8 | NOT COVERED | — | No task asks the student to gather information from print or digital sources, search, assess a source's strengths and limitations for a task, purpose and audience, integrate information selectively, avoid plagiarism or follow a citation format. The Writing Coach analysis essay draws on one text the student chooses, with no citation required; judging an author's evidence in Reading III–IV ('Evaluate the evidence for the claim that deferred maintenance is costly. How strong is it?') is not assessing sources for one's own research. |
| 11-12.W.9 | PARTIAL | wp-oak-analyze 'Choose a text that tries to persuade — an editorial, a speech, an advertisement. In several paragraphs, analyze HOW it persuades: identify two specific techniques (word choice, structure, appeal), quote or describe where each appears, and evaluate whether the technique earns the reader's agreement or manipulates it.' Rubric: 'Two techniques identified with the place each appears'; 'Analysis of HOW each technique works on a reader'. |
With Writing Coach on, the student draws evidence from a persuasive text (an editorial, speech, advertisement, public-service announcement or review) to support a written analysis. Missing: the text is chosen by the student outside the app, so the evidence cannot be checked against it; no grades 9–12 prompt draws evidence from a literary text; and evidence is never drawn to support reflection or research. Reading III–IV has the student pick the quotation that best supports a given claim ('Which quotation BEST supports the claim that the speaker was demoted rather than developed?'), but that is choosing, not drawing evidence for one's own analysis. The writing is met only through Writing Coach, so the row stays PARTIAL. |
| 11-12.W.9a | PARTIAL | oak-reading-2:L1-L3 Reading III–IV, on three short literary passages (a satirical retirement speech, a satirical letter returning a plaque, 'The Clockmaker's Shelf'): "'Loyalty… is a currency… accepted in remarkably few places.' What does this extended metaphor argue?" and 'Which quotation BEST supports the claim that the clockmaker kept the clocks running as a matter of principle rather than habit?' (three choices each). ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: grade 11–12 literary reading standards (irony, extended metaphor, structure, the author's perspective, the quotation that best supports a claim) are applied to literature, by choosing one of three answers. Missing: the student never writes about a literary text. No grades 9–12 Writing Coach prompt is about literature (the analysis prompts are about persuasive nonfiction), so reading standards are never applied to literature in the student's own writing, the student picks a quotation but never cites one, and there is no poetry or drama. |
| 11-12.W.9b | PARTIAL | oak-reading-2:L1-L3 + wp-oak-analyze Writing Coach: 'Choose a review that argues for or against something — a film, a book, a restaurant, a video game. In several paragraphs, analyze HOW the review persuades: identify two specific techniques (word choice, structure, appeal), quote or describe where each appears, and evaluate whether the technique earns the reader's agreement or manipulates it.' Reading III–IV, on paired informational texts: 'Evaluate Text B's reasoning. What makes its selection-bias argument strong?' ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: in Writing Coach the student applies rhetorical-analysis reading skills in writing to a persuasive nonfiction text they choose, and Reading III–IV applies grade 11–12 informational reading standards (unstated positions, word meaning in context, synthesizing two texts, evaluating reasoning and evidence) to four informational passages by choosing one of three answers. Missing: the written analysis covers only how a text persuades, on a text from outside the app that the grader cannot check, and happens only in Writing Coach; no grade 11–12 informational item asks the student to choose or cite the line that supports a claim; the reading work is selection, not writing. |
| 11-12.W.10 | PARTIAL | wp-oak-argument / wp-oak-inform / wp-oak-analyze / wp-oak-narrative Thirteen single-sitting prompts across four purposes, for example 'Write a multi-paragraph argument: a precise claim, two developed reasons with evidence or examples, a counterclaim you answer fairly, and a conclusion that follows from your reasoning.' |
Shorter time frames are practised: each Writing Coach response is written and submitted in one sitting, and the student can return for more prompts across argument, analysis, explanation and narrative. Missing: writing over extended time frames with time for research, reflection and revision does not happen (a response gets at most one revision, and only after a draft that does not pass), and only the explanation prompts name an audience. The writing is met only through Writing Coach, so the row stays PARTIAL. (31 Oct 2026 note update: the three narrative prompts were added to Writing Coach; verdict unchanged.) |
| 11-12.SL.1 | NOT COVERED | No served item involves a discussion, a partner, or building on someone else's ideas. |
Collaborative discussion is a conduct wall. No mode structures a one-on-one, group or teacher-led discussion; high-school practice is individual multiple-choice items and Writing Coach essays, so building on others' ideas and expressing one's own clearly and persuasively in discussion is never practised. The written argument essays are credited to the writing standards, not stretched here. Its part d is PARTIAL only because that part's synthesis clause is practised in reading form, on two printed texts at a time (see 11-12.SL.1d); the discussion this statement itself asks for is never practised. |
| 11-12.SL.1a | NOT COVERED | No item has the student prepare for, or take part in, a discussion. |
Discussion wall. The student reads short passages and, on two of them, picks the quotation that best supports a claim the question states ('Which quotation BEST supports the claim that the speaker was demoted rather than developed?'), but that is reading practice, credited to the reading standards. Nothing has the student research the material, bring that preparation to a discussion, or refer to evidence to stimulate an exchange of ideas. |
| 11-12.SL.1b | NOT COVERED | No item or rubric involves peers, decision-making, goals, deadlines or roles. |
Collaboration wall: the student always works alone, so promoting civil, democratic discussion and decision-making, setting goals and deadlines, and establishing individual roles are never practised. |
| 11-12.SL.1c | NOT COVERED | No item has the student pose or respond to questions in a conversation. |
Discussion wall. Reading items ask the student to judge a written argument's reasoning ('Evaluate Text B's reasoning. What makes its selection-bias argument strong?'), and those are credited to the reading standards. Nothing propels a conversation, ensures a hearing for a full range of positions, clarifies, verifies or challenges a partner's ideas and conclusions, or promotes divergent and creative perspectives. |
| 11-12.SL.1d | PARTIAL | oak-reading-2:L1-L3 'Synthesizing both texts: what is the most complete account of the four-day week's prospects?' (key: 'the gains are real where work compresses, and unproven where work must be staffed — the pilots cannot say which sector is larger') ▶ Play a live item: level 1 · level 2 · level 3 |
Practised, in reading form only: two paired-text sets (a four-day-week pilot report against an operations director's letter; a city compost report against the hauler's memo) ask the student to synthesize the claims and evidence on two sides of an issue and to see where the apparent contradiction resolves (the explanation: 'Neither text refutes the other — B explicitly accepts A's numbers'), in English and Spanish. Missing: there is no discussion, so the student never responds to diverse perspectives or synthesizes comments made by partners; only two printed texts are weighed at a time; and no item asks what additional information or research would deepen the investigation or complete the task (the four-day-week synthesis key notes that 'the pilots cannot say which sector is larger', but the student only recognises that gap in a given answer and never determines what further research it calls for). |
| 11-12.SL.2 | PARTIAL | oak-reading-2:L1-L3 'Synthesizing both texts: what is the most complete account of the program's first year?' (key: 'the program is real but overstated — its headline numbers count what was collected, not what became compost') ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: integrating two sources in each of two paired-text sets, and noting where the data disagree in the compost pair (tons collected versus tons that became compost; households that set out a bin at least once versus about a third of bins at the curb on a typical day); one item, on a single essay rather than a paired source (the maintenance essay), judges the support for a claim ('relevant but thin — one cost ratio with no source named'). Missing: every source is printed text, so diverse media and formats (charts, audio, video) never appear; no item has the student use the sources to make an informed decision or propose a solution; and credibility is weighed only through the strength of one text's reasoning, never by asking how far each source can be trusted (a city report beside a memo from the contracted hauler). |
| 11-12.SL.3 | PARTIAL | oak-reading-2:L1-L3 + oak-language:L2-L3 'The speech is structured as a gratitude list. Why is this structure the right delivery system for its actual content?' (key: 'the ceremonial form forces the audience to hear each grievance twice — once as thanks, once as its opposite') ▶ Play a live item: level 1 · level 2 · level 3 |
Practised, on 'The Retirement Speech', a printed speech the student reads: its stance and tone (what the 'gratitude' really communicates, through sustained irony), the premises it assumes and the perspective it is written from, word choice (what the 'currency' metaphor argues), points of emphasis and the link between its last two sentences ('No one has offered to'), and its rhetoric (why a gratitude list suits a catalog of grievances), in English and Spanish. From level 2 Language & Revision adds what the inclusive 'we' does in a line from a mayor's speech and which closing line of a speech builds momentum. Missing: the speech is a printed passage and no item asks the student to listen to a speaker; and no item evaluates this speaker's reasoning or use of evidence (the reasoning and evidence items are on written arguments: the four-day-week letter, the hauler's memo, the maintenance essay). |
| 11-12.SL.4 | NOT COVERED | No item has the student present to listeners. |
Speaking wall. The nearest items are written choices in Language & Revision: the fitting opening line for a presentation to science-fair judges (level 1+) and the closing line of a speech about a new library (level 2+). Picking a line is not presenting information, findings and evidence so that listeners can follow a line of reasoning. The Writing Coach essays are written, not presented, and are credited to the writing standards. |
| 11-12.SL.5 | NOT COVERED | No item involves digital media or a presentation. |
Multimedia and speaking wall: the student never builds or gives a presentation, so strategic use of digital media to enhance findings, reasoning and evidence and to keep an audience engaged is never practised. |
| 11-12.SL.6 | NOT COVERED | No high-school item has the student speak; Language & Revision only asks which written version suits a context and audience. |
Speaking wall. Language & Revision asks which of three written versions suits a context and audience across eleven contexts, four of them spoken (testimony at a city council hearing, a wedding toast, a voicemail to a landlord, the opening line of a science-fair presentation), formal where indicated and relaxed for a close friend or a roommate, in English and Spanish ('Testimony at a city council hearing on a proposal to cut a bus route. Which version suits that context and audience?'). The student picks a written line and never speaks, so adapting speech to contexts and tasks, and showing command of formal English when speaking, are never practised: picking a line is selection, not speech. Those register choices are credited, by selection, under 11-12.L.3, one of the two Language standards this statement points to, and Writing Coach grades a formal register in written essays only. The same verdict as 9-10.SL.6, whose statement and evidence are the same, and as Missouri's 11-12.SL.2.A on these items; the Kansas grades 11–12 row on them is PARTIAL, and this page under-claims. |
| 11-12.L.1 | PARTIAL | oak-language:L1-L3 'Which verb form completes the sentence in standard written English? "Last winter, one of the reasons for the delays ___ the shortage of drivers."' (key 'was', against 'were' and 'has been') ▶ Play a live item: level 1 · level 2 · level 3 |
Practised, by multiple choice in English and Spanish: subject–verb agreement across intervening words, after 'each of' and 'one of', with 'along with' and in an inverted sentence, with tense slips among the wrong options (eight items, level 3); essential versus nonessential relative clauses (six items, level 3); an 'only if' subordinate clause and a deliberate fragment (level 2+); concise revision (level 1+). Missing: command is shown only by choosing among given sentences. The student never speaks, the Writing Coach essays have no rubric line for grammar or usage (a feedback tip may flag pronoun case, but it does not affect the score), and no high-school item covers pronoun usage. |
| 11-12.L.1a | NOT COVERED | No item treats usage as a convention that changes over time or is contested. |
The nearest items are about fitting a context, not about how usage changes: a register explanation notes that the formal versions 'are not incorrect English; they are wrong for this reader', and a passive-voice item rejects the idea that formal writing may not use the active voice. No item takes up a usage that has changed over time or that authorities dispute. |
| 11-12.L.1b | PARTIAL | oak-language:L3 'Which verb form completes the sentence in standard written English? "Each of the proposals ___ a budget section."' (key 'includes', against 'include' and 'including') ▶ Play a live item from this skill |
Practised: complex agreement cases resolved by choosing the standard form — 'one of the reasons… was', 'each of the proposals includes', a subject followed by 'along with', an inverted sentence — at level 3, in English and Spanish. Missing: no item takes up a contested usage, the student resolves usage only by choosing among given versions (never in their own writing or speech), and no item involves consulting a usage reference. |
| 11-12.L.2 | PARTIAL | oak-language:L3 'The writer means that the town has several bridges, and only the timber one will be replaced. Which sentence is punctuated to say exactly that?' (key 'The bridge that was built of timber will be replaced.') ▶ Play a live item from this skill |
Practised at level 3 by choosing the correctly punctuated version, in English and Spanish: commas around nonessential clauses and none around essential ones (six items), a semicolon between independent clauses, and a colon after a complete clause before a list. Missing: no high-school item practises capitalization or spelling, the student never punctuates their own sentences outside Writing Coach, and the essay rubrics do not grade mechanics. |
| 11-12.L.2a | NOT COVERED | No item in Language & Revision or Reading III–IV asks about hyphens. |
Hyphenation conventions are never practised, and the Writing Coach rubrics do not grade them. |
| 11-12.L.2b | NOT COVERED | No high-school item teaches or tests spelling. |
The app's spelling practice is in the younger-grade skills, which are not credited here. Writing Coach essays are not graded on spelling: the judge is told that ordinary spelling slips do not fail an otherwise strong answer, and its feedback can only suggest proofreading ('Proofread for spelling — read it aloud and correct the word that looks wrong.'). The same verdict as 9-10.L.2c, whose statement and evidence are the same. |
| 11-12.L.3 | PARTIAL | oak-language:L1-L3 + oak-reading-2:L1-L3 'In the methods section of a lab report: "The solution was heated until it changed color." What does the passive voice accomplish in this context?' (key 'it keeps attention on the procedure rather than on who performed it'); a separate item asks the same of the passive voice in a company's apology ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: how language functions in different contexts (the passive voice in an apology and in a lab report, hedging in a medical abstract, 'shall' in a lease, understatement in a short story, a euphemism in an airline's text, from level 2); choices for meaning or style made among given versions (register for eleven contexts and the word that carries a writer's attitude from level 1, syntax chosen for an effect from level 2); and, in Reading III–IV passages, what a sentence's construction does to its meaning ('They do not compress; they staff.'). In English and Spanish. Missing: nothing is heard, so comprehending more fully when listening is never practised; choices for meaning or style are made among given versions, and in the student's own writing only through Writing Coach (the formal register of its essays, and the precise words, telling details and sensory language its story rubric grades), never in speech. (31 Oct 2026 note update: the three narrative prompts were added to Writing Coach; verdict unchanged.) |
| 11-12.L.3a | PARTIAL | oak-language:L2-L3 + oak-reading-2:L1-L3 'A writer wants a sentence that holds the reader in suspense until its last words. Which version does that?' (key 'Past the gate, through the orchard, and under the last dead tree lay the letter.') ▶ Play a live item: level 2 · level 3 |
Practised: choosing the construction that achieves a stated effect (a short closing sentence after long ones, a periodic sentence, parallel clauses, 'only if' subordination, end focus, repetition for momentum, a deliberate fragment; seven items from level 2), and applying syntax when reading: passage items ask what a construction does ('They do not compress; they staff.'; 'I would not trade my thirty years here. No one has offered to.'; 'The craft, it turned out, was not in the gears.'). In English and Spanish. Missing: the student never varies syntax in their own writing, no item involves consulting a reference for guidance, and the passages are short excerpts (about 180 to 240 words) rather than full complex texts. |
| 11-12.L.4 | PARTIAL | oak-reading-2:L1-L3 + oak-language:L2-L3 "Text A calls the fifth day 'a container for meetings, fatigue and performative presence.' What does 'performative presence' mean in this context?" (key 'being visibly at work as a display, apart from producing anything', against theater and high-performance readings) ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: unknown and multiple-meaning words and phrases worked out from context in Reading III–IV passages ('performative presence', 'legible', 'the accidental instrument', 'loyalty… is a currency', 'feelings are not a budgeted item'), and from level 2 of Language & Revision 'shall' in a lease read as a binding obligation rather than the future tense, in English and Spanish. Missing: context is the only strategy ever used; no item works from word parts, consults a dictionary or other reference, or checks a first guess, so choosing flexibly from a range of strategies is not practised. |
| 11-12.L.4a | NOT COVERED | No item asks the student to identify or use word-change patterns that signal meaning or part of speech (conceive, conception, conceivable). |
No high-school item practises word families or affixes. One Language & Revision item quotes actions turned into nouns ('implementation', 'reduction') in a memo, but it names that pattern for the student and asks only what it accomplishes. |
| 11-12.L.4b | FULL | oak-reading-2:L1-L3 + oak-language:L2-L3 "'To make maintenance legible.' What does 'legible' mean in this context?" (key 'presented in a form the public can read and act on, so that neglect becomes visible'; the explanation names the clue: 'The dash that follows the word defines it') ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: five Reading III–IV items ask what a word or phrase means where it is used, and the context decides each: 'performative presence' (its place in a list of non-productive time rules out high performance), 'legible' (the dash that follows defines it), 'the accidental instrument', and the figurative 'loyalty… is a currency' and 'feelings are not a budgeted item'. Each is a three-option choice whose wrong answers are literal or out-of-context readings, dealt at every level in English and Spanish; from level 2 Language & Revision adds 'shall', read from the genre of a lease. The overall meaning of the sentence, paragraph or text and a word's position in the sentence both serve as clues. |
| 11-12.L.4c | NOT COVERED | No item involves a dictionary, glossary, thesaurus or other reference, in print or digital. |
Consulting reference materials is never practised, and no item asks about a word's pronunciation, part of speech, etymology or standard usage. |
| 11-12.L.4d | NOT COVERED | No item asks the student to check a first guess at a word's meaning. |
Each vocabulary item is a single step: the student chooses a meaning and the explanation shown after answering gives the right one, so verifying a preliminary determination against the context or a dictionary is never practised. |
| 11-12.L.5 | PARTIAL | oak-reading-2:L1-L3 + oak-language:L1-L3 "'Loyalty… is a currency… accepted in remarkably few places.' What does this extended metaphor argue?" (key 'he spent something real and received nothing convertible in return — loyalty had a cost but no exchange value') ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: figurative language interpreted in context (the 'currency' metaphor, 'feelings are not a budgeted item', 'the accidental instrument', and from level 2 understatement and a euphemism in Language & Revision), in English and Spanish. Nuance among words of similar meaning is touched only by choice: ten word-choice items at every level ask which word carries a writer's stated attitude (intransigent or resolute, shrewd or cunning, mob or crowd), and the difference is explained after answering (see L.5b). Missing: word relationships; no high-school item asks how words relate to each other (analogies, part and whole, item and category); and the student never analyzes the nuance between near-synonyms (L.5b). |
| 11-12.L.5a | FULL | oak-reading-2:L1-L3 + oak-language:L2-L3 "'Feelings are not a budgeted item.' What does this phrase argue?" (key 'that the organization treats whatever it has not priced as though it did not exist') ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: figures of speech interpreted in context and tied to their role in the text — the extended metaphor 'loyalty… is a currency… accepted in remarkably few places' in a satirical retirement speech (the explanation: it 'indicts the EXCHANGE, not the virtue'), 'feelings are not a budgeted item' in a letter returning an award, 'the accidental instrument' in an article on glass fishing floats, and from level 2 of Language & Revision understatement in a short story ('a bit of a setback' for a fire that destroyed thirty years of paintings) and a euphemism ('schedule adjustment' for a three-hour delay). Wrong answers are literal or overreaching readings, in English and Spanish. No item targets hyperbole or paradox by name, and no poem or drama is served. |
| 11-12.L.5b | PARTIAL | oak-language:L1-L3 'The writer wants to convey disapproval of the delegates' refusal to give ground. Which word best completes the sentence? "The delegates' ___ stance on water rights stalled the treaty for three years."' (key 'intransigent', against 'resolute' and 'long-standing') ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: ten word-choice items, dealt at every level in English and Spanish, each set the keyed word beside a near-synonym with a different shade of meaning (intransigent or resolute; shrewd or cunning; mob or crowd; concise, curt or brief; evasive or measured; venerable, dilapidated or old; strutted or walked; freed, removed or barred; opportunistic or pragmatic; impassioned or unruly). Missing: the analysis itself. Each item states the writer's attitude and asks only 'Which word best completes the sentence?'; what each near-synonym implies is set out by the explanation shown after the student answers ('Resolute' would praise the same firmness, and 'long-standing' only reports how long the stance has held), so the student picks a word but is never asked to analyze how words of similar denotation differ. Audit 25 Oct 2026: moved from FULL, in line with the Arizona grades 9-10 L.5b row and the Kansas RL/RI.11-12.12.b rows on the same items and the same wording. That the words sit in single sentences rather than a passage is not counted against the row, since this Language standard does not ask for a passage. |
| 11-12.L.6 | PARTIAL | oak-reading-2:L1-L3 + oak-language:L1-L3 'In a residential lease: "The tenant shall pay rent on the first day of each month." What does the word 'shall' accomplish in this context?' (key 'it states a binding obligation') ▶ Play a live item: level 1 · level 2 · level 3 |
Practised: general academic and domain-specific words and phrases understood in reading ('performative presence', 'legible', 'shall' in a lease, the hedging 'suggest' and 'may' in a medical abstract), and the precise word chosen among near-synonyms for a writer's aim, in English and Spanish. Missing: using such words accurately in the student's own writing happens only in Writing Coach (the explain-a-process essays are graded on 'Terms defined at first use'), which does not count toward FULL; nothing is spoken or heard; and no item asks the student to gather vocabulary knowledge independently. |
The recurring walls, named once so no verdict has to hide them: proof-writing and formal derivations (we assess the computation and the justification-selection half); freehand construction and graph production (we assess reading and interpreting, not drawing); conducting real experiments, surveys, and simulations; units-of-measure modeling choices in multi-step real-world set-ups; speaking and listening as spoken practice (taking part in a discussion, presenting, listening to a speaker); multi-source research projects; and full-length process essays (our Writing Coach judges single-sitting responses of up to 2,500 characters — several paragraphs — against named rubrics, with one revision). Codes built on those verbs appear above as NOT COVERED or with the limitation named in their gap column.
The Arizona documents this report was built from, as published by the state. Each file's SHA-256 is printed so anyone can check that the copy we read is the copy the state publishes; our row-by-row extraction and the crosswalk data are available to evaluators on request.
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