Generated 2026-11-02 · State: AR · Standards scope: Grades 6–8 mathematics + Grade 6 English Language Arts · Rebuilt from the audited crosswalk data on each revision.
Grades 6–8 went live in AcornSmarts on 15 September 2026. The other bands for Arkansas are published separately: K–5 · all reports. No Arkansas grades 9–12 report is published yet, and we claim no Arkansas alignment for those grades.
| Code | Verdict | Evidence (generator · forms) | Notes |
|---|---|---|---|
| 6.NCC.1 | PARTIAL | integersQ L1 forms 0-1 (opposite of v; temperature below zero) + L4 form 0 (drone/diver) + L4 form 1 (earn/spend: what 0 or the signs represent) 'What is the opposite of −12?'; 'The temperature is n degrees BELOW zero. Which number represents it?' (−n vs n vs −(n+10)); 'A drone flies up m above sea level and a diver goes down m below. If sea level is 0, which number represents the diver?'; 'You earned $E and spent $S. Writing earnings as +E and spending as −S, what does 0 represent here?' or '…what do the SIGNS represent?'. All picked from three choices, in English and Spanish. ▶ Play a live item from this skill |
Integers levels 1 and 4 attach signs to real-world quantities, in English and Spanish. The child picks the opposite of a signed integer, the number for a temperature n degrees below zero, and the number for a diver below sea level when a drone is above it. For money earned (+) and spent (−), the child picks either what 0 represents ('neither earning nor spending — the starting point') or what the signs represent ('opposite directions away from that starting point'). Not practiced: Arkansas's verb is 'Explain'. The child only picks a number or a sentence from three choices and never gives the explanation. The meaning of 0 is asked about only in the money item; the diver item gives sea level as 0 in its own prompt. A written explanation of what 0 means is dealt only through the district-enabled Writing Coach, which this report does not count. (18OCT2026 Arkansas build) Blocking clause: Explain positive and negative integers as being opposite values or directions and the meaning of 0 in a real-world context. |
| 6.NCC.2 | PARTIAL | integersQ L1 form 2 ('On the number line, where is −n?', answered in words); inequalitiesQ L3 raydraw (RayPick: tap the boundary on a row of number buttons). Outside grade 6: fractionsQ NUMLINE_ITEMS (Fractions L2-4, drag a dot to a fraction between 0 and 1) and integersG7Q L5 frog hop (TapNumberLine, grade 7) 'On the number line, where is −7?' picked from 'n units LEFT of zero' / 'n units RIGHT of zero' / 'between 0 and n, on the POSITIVE side' (no line drawn). In interactive Inequalities L3 rounds: 'Graph the solution set of x ≥ 6 on the number line' — the child taps the boundary (a whole number 2-10) on a row of number buttons, then open/closed circle, then left/right. Grade-3 Fractions: 'Drag the dot to 3/4 on the number line.' Grade-7 Integers: '(−5) + 8: tap where the frog lands on the number line.' ▶ Play a live item from this skill |
Integers level 1 asks where a negative integer sits ('On the number line, where is −7?'), and the child picks the answer in words ('7 units LEFT of zero'); no line is drawn. In interactive Inequalities level 3 rounds the child graphs an inequality such as x ≥ 6 by tapping the boundary on a horizontal row of number buttons, then choosing an open or closed circle and a direction; the boundary is always a whole number from 2 to 10. Both are in English and Spanish. Dragging a dot to a fraction on a number line (3/4, 2/3, 5/6 between 0 and 1) happens at Fractions levels 2-4, which are Grade 3 work, and tapping where a frog lands on an integer line below zero happens at Integers level 5, which is Grade 7 work. Not practiced: 'plot rational numbers on horizontal and vertical number lines in real-world and mathematical problems.' We found no vertical number line anywhere in the app. No Grade 6 item has the child place a negative number, a fraction or a decimal on a line, and no placement is set in a real-world problem. (18OCT2026 Arkansas build) Blocking clause: plot rational numbers on horizontal and vertical number lines in real-world and mathematical problems |
| 6.NCC.3 | PARTIAL | integersQ L2 form 0 (MC 'Which is LESS' + typed algebraQ order statement in interactive rounds) + L2 form 1 (overdrawn accounts) + L3 form 1 (order-and-magnitude statement) 'Which is LESS: −7 or −12?' (options lo, hi, 'they are equal'); in interactive rounds 'Write a TRUE comparison of −7 and −12 using < or >' (typed, either direction accepted); 'Ana's account reads −$20 and Beto's reads −$35. Who has LESS money?'; 'Which statement is true about −30 and −20?' ('−30 < −20, and |−30| > |−20|' against two flipped pairs). All picked from three except the typed comparison, in English and Spanish. ▶ Play a live item from this skill |
Integers levels 2-3 compare negative integers, in English and Spanish. The child picks which of two negatives is less, and in interactive rounds about one level-2 question in five has the child type a true comparison of two negatives using < or > (either direction is accepted). The child also picks who has less money when two accounts are overdrawn, and picks the true statement that pairs order with absolute value ('−30 < −20, and |−30| > |−20|'). Not practiced: 'using inequalities (<,>,≤,≥,≠) and order on a number line.' Only < and > are used to compare two numbers at these levels. ≤ and ≥ appear only when the child writes or graphs an inequality such as x ≥ c, and ≠ is practiced with whole numbers in Grade 2. No number line is drawn for these comparisons; 'left of' appears only in the feedback. Every number compared at these levels is a negative integer. Positive fractions and decimals are compared in Grades 3-5, and no Grade 6 item compares a negative fraction or decimal. (18OCT2026 Arkansas build) Blocking clause: using inequalities (<,>,≤,≥,≠) and order on a number line |
| 6.NCC.4 | PARTIAL | integersQ L3 form 0 ('|v| = ?') + L3 form 1 (order-and-magnitude statement) '|−16| = ?' (16 vs −16 vs 17); 'Which statement is true about −30 and −20?' with options pairing an order and an absolute-value comparison ('−30 < −20, and |−30| > |−20|'). All picked from three, in English and Spanish. ▶ Play a live item from this skill |
Integers level 3 has the child find the absolute value of a positive or negative integer ('|−16| = ?'), and the feedback calls it the distance to zero. The child also picks the true statement about two negatives that separates order from size ('−30 < −20, and |−30| > |−20|'). All answers are picked from three, in English and Spanish. Not practiced: 'for positive or negative quantities in a real-world context.' Every prompt uses bare numbers. No item asks what an absolute value means for a quantity such as a debt, a depth below sea level or a temperature (for example, that an account at −$30 is a debt of $30); debts are mentioned only in the feedback. A written explanation with a real-life example is dealt only through the district-enabled Writing Coach, which this report does not count. (18OCT2026 Arkansas build) Blocking clause: for positive or negative quantities in a real-world context |
| 6.NCC.5 | PARTIAL | percentsSaplingQ L7 forms 0-2 (percent→decimal, fraction→percent, decimal→fraction); percentsSaplingQ L6 kind 1 (part of a class as a percent) 'Which decimal equals 25%?' (0.25 among two other choices, such as 2.5 or another benchmark); 'What percent equals 3/5?'; 'Which fraction equals 0.4?' (2/5 vs another benchmark vs 40/10); 'In a class of 40, 30 students carry a backpack. What percent is that?'. All picked from three, in English and Spanish. ▶ Play a live item from this skill |
Percents level 7 converts among the three forms, in English and Spanish: percent to decimal ('Which decimal equals 25%?'), fraction to percent ('What percent equals 3/5?') and decimal to fraction ('Which fraction equals 0.4?'). Every value comes from ten benchmark fractions with denominators 2, 4, 5 and 10 (1/2, 1/4, 3/4, the fifths, 1/10, 7/10, 9/10). Percents level 6 adds one real-world conversion: part of a class written as a percent ('In a class of 40, 30 students carry a backpack. What percent is that?'). All answers are picked from three. Not fully practiced: 'Convert between fractions, decimals, and percents in real-world and mathematical problems.' Three directions are not asked at these levels: decimal to percent, percent to fraction and fraction to decimal. At these levels no real-world problem converts a decimal. Fractions such as 1/3, 1/8 or 3/20, and percents above 100, are not converted at these levels. (18OCT2026 Arkansas build) Blocking clause: Convert between fractions, decimals, and percents in real-world and mathematical problems. |
| 6.NCC.6 | PARTIAL | fractionsSaplingQ L6 forms 0-2 (meaning of a fraction quotient) + L7 form 2 ('Which expression equals a/b ÷ c/d?') L6: 'How many 1/4-cup servings are in 3 cups?'; '1/3 of a pan of brownies is left. It is shared equally among 4 friends. What fraction of the pan does each friend get?'; 'How many times does 1/8 fit into 5/8?'. L7: 'Which expression equals 2/5 ÷ 3/7?' (2/5 × 7/3 vs 2/5 × 3/7 vs 5/2 × 7/3). All picked from three, in English and Spanish. ▶ Play a live item from this skill |
Fractions level 6 gives division by a fraction its meaning, in English and Spanish: how many 1/4-cup servings fit in 3 cups, how much of a pan each of 4 friends gets when 1/3 of it is shared, and how many times 1/8 fits into 5/8. Level 7 asks which expression equals a quotient such as 2/5 ÷ 3/7, so the child recognises it as multiplying by the reciprocal. All answers are picked from three. Not practiced: 'represent quotients of fractions.' No item shows a visual fraction model, and the child never draws one or writes an equation or a story for a quotient; the only representation is the picked invert-and-multiply expression. 'Fractions include all forms of fractions': the numbers divided at these levels are whole numbers, unit fractions and proper fractions, and no mixed number or improper fraction is divided. A written explanation of a fraction quotient is dealt only through the district-enabled Writing Coach, which this report does not count. (18OCT2026 Arkansas build) Blocking clause: represent quotients of fractions. Fractions include all forms of fractions. |
| 6.NCC.7 | PARTIAL | fractionsSaplingQ L6 forms 0-2 + L7 forms 0-1; ratiosSaplingQ L6 complexRateQ (typed fraction answer, at least two per full Ratios L6 round) Picked from three: 'How many 1/d-cup servings are in w cups?'; '1/d of a pan of brownies is left. It is shared equally among w friends…'; 'How many times does 1/d fit into a/d?'; 'What is 1/3 ÷ 1/12?'; 'You have 2/3 of a pound of chocolate and cut it into 1/6-pound pieces. How many pieces do you get?'. Typed on the number pad with the / key: 'A hiker covers 3/4 of a mile in 2/3 of an hour. What is the unit rate, in miles per hour?' (also pump, reader, gears, drink mix, seed bag, mower). In English and Spanish. ▶ Play a live item from this skill |
Fractions levels 6-7 solve division-of-fractions problems, in English and Spanish, picked from three: how many 1/d-cup servings are in w cups, how much each of w friends gets from 1/d of a pan, how many 1/6-pound pieces come from 2/3 of a pound of chocolate, and bare quotients such as 1/3 ÷ 1/12. In those items every divisor is a unit fraction or a whole number. Ratios & Rates level 6 deals at least two real-world unit-rate problems per full round in which the child types the quotient as a fraction ('A hiker covers 3/4 of a mile in 2/3 of an hour. What is the unit rate, in miles per hour?'); there the divisor is a non-unit fraction in about two draws in three, and the answer may be an improper fraction. Real-world and mathematical problems both appear. Not practiced: 'Fractions include all forms of fractions.' Every fraction divided at these levels is a whole number, a unit fraction or a proper fraction; no mixed number or improper fraction is ever the dividend or the divisor. (18OCT2026 Arkansas build) Blocking clause: Fractions include all forms of fractions. |
| 6.NCC.8 | FULL | divisionSaplingQ L6 (bare) + L7 (packing word problem), with the session's 40% number-pad conversion for the division skill L6: '696 ÷ 24 = ?' with dividends 132-1,218 and 2-digit divisors 12-29. L7: 'A factory packs 1,560 pencils into boxes of 24. How many boxes does it fill?' with boxes of 12-35 and dividends 480-3,465. Exact quotients. In interactive rounds about 2 answers in 5 are typed on a number pad; the rest are picked from three choices. In English and Spanish. ▶ Play a live item from this skill |
Division levels 6-7 divide multi-digit whole numbers, in English and Spanish. Level 6 is a mathematical problem: a bare 3- or 4-digit dividend (132 to 1,218) divided by a 2-digit divisor (12 to 29). Level 7 is a real-world packing problem ('A factory packs 1,560 pencils into boxes of 24. How many boxes does it fill?') with dividends from 480 to 3,465 and boxes of 12 to 35. In practice sessions about two answers in five are typed on a number pad, so the child produces the quotient; the rest are picked from three choices. The explanations teach checking with the inverse multiplication and estimating the size of the answer first. Limits: every division comes out even, the packing story is the only real-world setting, and fluency is judged from correct answers, not timed. On the placement check, in duels and on printed sheets every item is picked from three. (18OCT2026 Arkansas build) |
| 6.NCC.9 | PARTIAL | decimalsSaplingQ L6 (add/subtract hundredths) '4.37 + 2.15 = ?' or '6.82 − 3.47 = ?' with numbers from 1.05 to 8.49, picked from three choices, in English and Spanish. ▶ Play a live item from this skill |
Decimals level 6 adds and subtracts hundredths, in English and Spanish ('4.37 + 2.15 = ?', numbers from 1.05 to 8.49), and the explanation says to line up the decimal points. Every answer is picked from three choices, and the wrong choices are built 0.10 and 1.00 away from the answer. Not practiced: 'add and subtract multi-digit decimals and fractions in real-world and mathematical problems.' No grade-6 level adds or subtracts fractions; fraction addition and subtraction are dealt at the Grades 4-5 Fractions levels. No decimal sum or difference is set in a real-world problem. Because the child picks the result, 'Use any standard algorithm to' is not observed, and fluency is not timed. (18OCT2026 Arkansas build) Blocking clause: add and subtract multi-digit decimals and fractions in real-world and mathematical problems |
| 6.NCC.10 | PARTIAL | decimalsSaplingQ L7 (tenths × tenths; tenths ÷ a tenth); fractionsSaplingQ L7 forms 0-1; ratiosSaplingQ L6 complexRateQ (typed fraction quotient) '0.4 × 0.7 = ?'; '5.6 ÷ 0.8 = ?' (whole-number quotient); 'What is 1/3 ÷ 1/12?'; 'You have 2/3 of a pound of chocolate and cut it into 1/6-pound pieces…'; typed: 'A hiker covers 3/4 of a mile in 2/3 of an hour. What is the unit rate, in miles per hour?'. Picked from three except the typed unit rate, in English and Spanish. ▶ Play a live item from this skill |
Decimals level 7 multiplies a single-digit tenth by a single-digit tenth ('0.4 × 0.7 = ?') and divides a tenths dividend of at most two digits (0.6 to 8.8) by a single-digit tenth ('5.6 ÷ 0.8 = ?'), always with a whole-number quotient; all picked from three, in English and Spanish. Fraction division is practiced at Fractions level 7 (picked) and in typed real-world unit-rate problems at Ratios & Rates level 6 ('A hiker covers 3/4 of a mile in 2/3 of an hour…'). Not practiced: 'multiply and divide multi-digit decimals.' Decimal multiplication and division never reach multi-digit decimals, and no decimal product or quotient is set in a real-world problem. No grade-6 level multiplies two fractions; that work sits at the Grades 4-5 Fractions levels. Because the decimal answers are picked, 'Use any standard algorithm to' is not observed, and fluency is not timed. (18OCT2026 Arkansas build) Blocking clause: multiply and divide multi-digit decimals |
| 6.NCC.11 | PARTIAL | factorsSaplingQ L5 (GCF), with the session's 40% number-pad conversion for the factors skill 'What is the greatest common factor (GCF) of 36 and 48?' with both numbers built as g × m (g = 4, 6, 8, 9 or 12; m from coprime pairs up to 7; both at most 84). In interactive rounds about 2 answers in 5 are typed on a number pad; the rest are picked from three. In English and Spanish. ▶ Play a live item from this skill |
Factors & Multiples level 5 asks for the greatest common factor of two whole numbers, in English and Spanish ('What is the greatest common factor (GCF) of 36 and 48?'). In practice sessions about two answers in five are typed on a number pad; the rest are picked from three. Not practiced: 'Solve real-world and mathematical problems' with the greatest common factor. Every item is a bare 'find the GCF' question, and no problem is set in a real-world situation (such as splitting two groups into equal teams). The numbers are built as g × m with g always 4, 6, 8, 9 or 12, so both numbers stay at or below 84 and a GCF of 1, 2, 3 or above 12 is not asked; Arkansas's range runs to 100. (18OCT2026 Arkansas build) Blocking clause: Solve real-world and mathematical problems |
| 6.NCC.12 | PARTIAL | factorsSaplingQ L6 kind 0 (LCM), with the session's 40% number-pad conversion for the factors skill 'What is the least common multiple (LCM) of 6 and 8?' for the pairs 4 & 6, 6 & 8, 4 & 10, 6 & 9, 8 & 12, 6 & 10, 8 & 10, 9 & 12. In interactive rounds about 2 answers in 5 are typed; the rest are picked from three. In English and Spanish. ▶ Play a live item from this skill |
Factors & Multiples level 6 asks for the least common multiple of two whole numbers no greater than 12, in English and Spanish ('What is the least common multiple (LCM) of 6 and 8?'). The pairs are 4 and 6, 6 and 8, 4 and 10, 6 and 9, 8 and 12, 6 and 10, 8 and 10, and 9 and 12. In practice sessions about two answers in five are typed on a number pad; the rest are picked from three. Not practiced: 'Solve real-world and mathematical problems' with the least common multiple. Every item is a bare 'find the LCM' question, and no problem is set in a real-world situation (such as two events repeating on different schedules). Only those eight pairs are dealt, so numbers such as 2, 3, 5, 7 and 11 do not appear in an LCM item. (18OCT2026 Arkansas build) Blocking clause: Solve real-world and mathematical problems |
| 6.NCC.13 | PARTIAL | factorsSaplingQ L6 kind 1 (distributive rewrite, multiple choice) 'Use the distributive property: 18 + 24 = ?' choosing 6(3 + 4) over 6(18 + 24) and a wrong-factor form such as 3(6 + 4); the factor pulled out is 3, 4, 6 or 8 and the addends are at most 56. Always picked from three, in English and Spanish. ▶ Play a live item from this skill |
Factors & Multiples level 6 asks the child to choose the distributive rewrite of a sum of two whole numbers, in English and Spanish: for 18 + 24 the key is 6(3 + 4), against 6(18 + 24) and a wrong-factor form such as 3(6 + 4). The factor pulled out is always the greatest common factor of the two numbers (3, 4, 6 or 8), and the feedback shows 18 + 24 = 6·3 + 6·4 = 6(3 + 4). Not practiced: the child never writes the rewrite, so 'Use the distributive property and the greatest common factor to rewrite the sum of two whole numbers' is practiced only as recognition. The addends stay at 56 or below, so Arkansas's range of 1 through 100 is not reached. (18OCT2026 Arkansas build) Blocking clause: Use the distributive property and the greatest common factor to rewrite the sum of two whole numbers, 1 through 100. |
| 6.PR.1 | PARTIAL | ratiosSaplingQ L5 kind 0 (part-to-part ratio) + kind 2 (equivalent ratio); Writing Coach xp-ratio-language (not counted) Picked from three: 'In a group of 14, there are 6 dogs and 8 cats. What is the ratio of dogs to cats?' The key is 6:8, beside 6:14 (part-to-whole) and 8:6 (order flipped). 'Which ratio is equivalent to 3:5?' The key multiplies both terms by k, beside a near miss and 5:3. Every answer is colon notation or a number; the child never writes or says a ratio sentence. ▶ Play a live item from this skill |
Arkansas asks the child to use precise ratio language and notation to describe a ratio as a relationship between two quantities. At Ratios Level 5 the child reads ratio notation and picks it, in English and Spanish. In about a third of Level 5 items the child picks the part-to-part ratio. For example, 'In a group of 14, there are 6 dogs and 8 cats. What is the ratio of dogs to cats?' is keyed 6:8, beside the part-to-whole 6:14 and the flipped 8:6, and the explanation says order matters. Another third asks 'Which ratio is equivalent to 3:5?'. That is the notation half of the statement, practiced by choosing. Not practiced: the child never uses ratio language. Every answer is colon notation or a number, and no choice is a sentence such as '3 dogs for every 4 cats'. At Grade 6, 'for every' appears only in the question of the Level 7 recipe item. When Writing Coach is switched on (a district-enabled paid feature), Level 5 can deal a prompt asking for two ratio-language sentences about 12 girls and 8 boys. That evidence comes only from Writing Coach and is not counted. PARTIAL on 'Use precise ratio language ... to describe a ratio as a relationship between two quantities'. (18OCT2026 Arkansas build) Blocking clause: Use precise ratio language ... to describe a ratio as a relationship between two quantities |
| 6.PR.2 | FULL | ratiosSaplingQ L6 kinds 0-2 (kind 1 train typed on a number pad in 6 of 10 live deals; complexRateQ 1 in 4 of L6 not needed) '5 notebooks cost $12.50. What is the price per notebook?' The child divides and picks $2.50 over $12.50 and a slip (prices include half dollars). 'A train travels 120 miles in 2 hours at a steady speed. What is its unit rate, in miles per hour?' The child types 60 on a number pad in 6 of 10 live deals, otherwise picks '60 miles per hour'. 'Which is the better buy? A: 12 oz for $3.00. B: 16 oz for $4.80.' Both per-ounce prices are printed in the choices. ▶ Play a live item from this skill |
Arkansas asks the child to calculate unit rates, including unit pricing and constant speed. Ratios Level 6 practices both, in English and Spanish. Unit pricing, about a quarter of Level 6: '5 notebooks cost $12.50. What is the price per notebook?' The child divides the total by the count, with prices that include half dollars, and picks $2.50 from three choices. The other two are the total ($12.50) and a larger total ($17.50). The explanation says '"Per notebook" means for ONE' and that 'per' signals division. Constant speed, about a quarter of Level 6: 'A train travels 120 miles in 2 hours at a steady speed. What is its unit rate, in miles per hour?' In 6 of 10 live deals the child types 60 on a number pad; otherwise '60 miles per hour' is picked from three. The better-buy item ('A: 12 oz for $3.00. B: 16 oz for $4.80') names only the packages in its choices ('package A', 'package B', 'they cost the same per ounce'), so the child calculates both prices per ounce to compare them; in about a third of deals they are the same. Weakness: in the price-per-notebook item the key is the smallest of the three choices. A child who knows that the price of one is less than the total can pick it without dividing, so the typed train items and the better-buy item are where the calculation is proven. About one Level 6 question in four is a fraction-by-fraction unit rate typed with the / key. That is a Grade 7 family and is not needed for this row. FULL. (18OCT2026 Arkansas build) |
| 6.PR.3 | PARTIAL | ratiosSaplingQ L6 kinds 0-2 (complexRateQ, 1 in 4 of L6, outside scope and not counted); Writing Coach xp-unit-rate (not counted) The child finds rates comparing different units, given both quantities: price per notebook (dollars per notebook, picked), train speed in miles per hour (typed on a number pad in 6 of 10 live deals), and the better buy between two printed per-ounce prices. No item asks the child to give, write or pick an example of a unit rate. ▶ Play a live item from this skill |
Arkansas asks the child to give examples of unit rates as a ratio that compares two quantities with different units, limited to non-complex fractions. At Ratios Level 6 the child works with such rates but never gives one. The child finds the price per notebook (dollars per notebook) and a train's speed in miles per hour, typed on a number pad in 6 of 10 live deals. The child also picks the better buy between two per-ounce prices. All of this is in English and Spanish. The explanations name the idea: 'Unit rate is the amount for ONE hour' and 'The word "per" always signals division.' Not practiced: no Ratios item at Levels 5-7 asks the child to give, write, or even pick an example of a unit rate. Every question supplies both quantities and asks for the rate. The Writing Coach prompt at this level ('A store sells 3 notebooks for $6. Explain what the unit rate is here and how you found it.') asks for an explanation, not an example. Writing Coach is a district-enabled paid feature and is not counted. About one Level 6 question in four is a complex-fraction rate ('3/4 of a mile in 2/3 of an hour'). Arkansas's 'limited to non-complex fractions' leaves these out, so they are not counted. PARTIAL on 'Give examples of unit rates'. (18OCT2026 Arkansas build) Blocking clause: Give examples of unit rates |
| 6.PR.4 | PARTIAL | ratiosSaplingQ L5 kinds 1-2 (missing value in a printed table; plot pairs in live rounds; equivalent ratio), L6 kind 2 (better buy), L7 kind 2 (recipe scaling) Picked from three: 'A table of equivalent ratios shows: 2 lemons → 6 oz, 3 lemons → ? oz, 4 lemons → 12 oz. Find the missing value.' 'Which ratio is equivalent to 3:5?' 'A recipe uses 3 cups of flour for every 5 cups of oats. You have 15 cups of oats. How much flour keeps the ratio?' In live rounds: 'Table of equivalent ratios — lemons → ounces: 1 → 3, 2 → 6, 3 → 9. Plot the pairs (lemons, ounces).' The child taps the pairs onto a grid, then picks what the pattern shows. ▶ Play a live item from this skill |
Arkansas asks the child to create various representations to compare ratios, and to find missing values to solve real-world and mathematical problems. Finding missing values is practiced, all picked from three, in English and Spanish. At Ratios Level 5 the child finds the missing entry in a printed table of equivalent ratios ('2 lemons → 6 oz, 3 lemons → ? oz, 4 lemons → 12 oz') and picks the ratio equivalent to 3:5. At Level 7 the child scales a recipe ('3 cups of flour for every 5 cups of oats. You have 15 cups of oats. How much flour keeps the ratio?'). Not practiced: 'Create various representations to compare ratios'. Every table is printed. The child builds a representation in only one item, in live rounds, about one Level 5 question in six. There the child taps the three pairs of a printed lemons-to-ounces table onto a coordinate grid and picks what the pattern shows. That graphs one ratio; it does not compare two. The only comparison of two rates is the Level 6 better-buy item, where both per-ounce prices are printed in the choices. No tape diagram or double number line appears in the app's content. PARTIAL on 'Create various representations to compare ratios'. (18OCT2026 Arkansas build) Blocking clause: Create various representations to compare ratios |
| 6.PR.5 | FULL | percentsSaplingQ L5 (p% of n as a rate per 100) + L6 (find the whole from part and percent; find the percent) Picked from three. L5: 'What is 35% of 120?' with the percent a multiple of 5 and the quantity a multiple of 20; the explanation reads 35% as 35 for every 100. L6 (half the items): '24 is 40% of a number. What is the number?' L6 (other half): 'In a class of 40, 30 students carry a backpack. What percent is that?' ▶ Play a live item from this skill |
Arkansas asks the child to find a percent of a quantity as a rate per 100, and to solve problems that find the whole from a part and the percent. Both are practiced, picked from three, in English and Spanish. Percents Level 5 asks questions like 'What is 35% of 120?', with the percent an odd multiple of 5 and the quantity a multiple of 20. The explanation reads the percent as a rate per 100: '35% means 35 for every 100 — that is, 35/100 × 120 = 42'. It also names the per-10 slip. Half of Percents Level 6 asks questions like '24 is 40% of a number. What is the number?'. Its explanation goes through 1% and 100%: '1% is 24 ÷ 40, and 100% is 24 ÷ 40 × 100 = 60'. The other half finds the percent from a part and a whole ('In a class of 40, 30 students carry a backpack. What percent is that?'). Weakness: in every Level 5 item one wrong choice is ten times the key (the per-10 slip), so the smaller of that pair is the answer. The find-the-whole items are number sentences with no story. FULL. (18OCT2026 Arkansas build) |
| 6.ALG.1 | FULL | expressionsQ L3 (typed exprwrite:twice / exprwrite:tickets in half of live deals; MC phrase and ticket-cost) Typed: 'Write the expression: "5 less than twice a number n".' → 2n − 5. 'Each ticket costs $4 and you pay a flat $3 for shipping. Write the expression for the cost of b tickets.' → 4b + 3. Both are judged by equivalence, so 5 − 2n is refused. Picked: 'Which expression says "5 less than twice a number"?' (2n − 5 beside 5 − 2n and 2(n − 5)). 'Which expression gives the cost of b tickets?' (4b + 3 beside 4 + 3b and 7b). ▶ Play a live item from this skill |
Arkansas asks the child to read and write expressions in which letters stand for numbers, in real-world or mathematical problems. Both are practiced at Expressions Level 3, in English and Spanish. Write: in half of live Level 3 items the child types the expression. One prompt is mathematical: 'Write the expression: "5 less than twice a number n"' → 2n − 5. The other is real-world: 'Each ticket costs $4 and you pay a flat $3 for shipping. Write the expression for the cost of b tickets.' → 4b + 3. Answers are judged by equivalence, so commuted forms count and 5 − 2n is refused. Read: the other live Level 3 items, and all of them on paper, have the child read three expressions and pick the one that matches. For the phrase that is 2n − 5, beside 5 − 2n and 2(n − 5); for the ticket cost it is 4b + 3, beside 4 + 3b and 7b. The written-expression bank has two templates, and every prompt names the letter. FULL. (18OCT2026 Arkansas build) |
| 6.ALG.2 | PARTIAL | expressionsQ L1 branch 1 (MC coefficient) + branch 0 (MC 'Which of these is an EQUATION?'); Writing Coach xp-expression-parts (not counted) 'In the expression 7x + 4, what is the COEFFICIENT?' picked from 7, 4 and 11. 'Which of these is an EQUATION?' picked from an equation and two non-equations. No item asks for a term, factor, variable, constant or the name of an operation. ▶ Play a live item from this skill |
Arkansas asks the child to use mathematical terms to identify parts of an expression: the names of operations, terms, factors, coefficients, variables and constants. In the Grade 6 Expressions levels the only parts question is at Level 1, about half its items, in English and Spanish: 'In the expression 7x + 4, what is the COEFFICIENT?', picked from 7, 4 and 11. The explanation also calls the 4 'a constant term', but no item asks for a constant. The other Level 1 item asks which of three is an equation. That names a whole statement, not a part of an expression. Not practiced: naming operations, terms, factors, variables or constants. When Writing Coach is switched on (a district-enabled paid feature), Level 1 can deal this prompt, judged by an AI rubric: 'Describe the expression 4(x + 7) using math words: name its factors, name the terms inside the parentheses, and say what the 4 does'. That evidence comes only from Writing Coach and is not counted. PARTIAL on 'including the names of operations, terms, factors, ... variables, and constants'. (18OCT2026 Arkansas build) Blocking clause: including the names of operations, terms, factors, ... variables, and constants |
| 6.ALG.3 | PARTIAL | expressionsQ L2 branch 1 (evaluate ax + b at x, number pad in half of live deals) + branch 0 (b^e = ?, MC); expressionsQ L3 (typed exprwrite) 'Evaluate 3x + 4 when x = 5.' The child types 19 on a number pad in half of live deals, otherwise picks it beside 39 (digits glued) and 27 (added first). '5^3 = ?' picked from three, always a power on its own. At Level 3 the child types expressions from words (2n − 5; 4b + 3). ▶ Play a live item from this skill |
Arkansas asks the child to write and evaluate expressions for given values of variables, using order of operations, including expressions with whole-number exponents. Write: at Expressions Level 3 the child types an expression from words in half of live items (2n − 5; 4b + 3). Evaluate: half of Expressions Level 2 asks questions like 'Evaluate 3x + 4 when x = 5.'. In half of live deals the child types 19 on a number pad; otherwise the child picks it. The explanation says to substitute and multiply first, then add. The wrong choices are the glued digits (35 + 4 = 39) and adding first (27). That multiply-before-add step is the only order-of-operations work. The other half of Level 2 evaluates a power on its own ('5^3 = ?', picked from three). This is in English and Spanish. Not practiced: an expression that combines a whole-number exponent with other operations or with a variable, such as x² + 3 at x = 4. In the Grade 6 levels a power is only ever evaluated alone, and no item has the child write an expression with an exponent. PARTIAL on 'using order of operations, including expressions with whole number exponents'. (18OCT2026 Arkansas build) Blocking clause: using order of operations, including expressions with whole number exponents |
| 6.ALG.4 | PARTIAL | expressionsQ L4 (typed exprwrite:dist / exprwrite:combine in half of live deals; MC fallbacks) Typed: 'Write 4(x + 3) WITHOUT parentheses' → 4x + 12; any bracket is refused, and so is the given form typed back. 'Write 5x + 2x with the like terms combined' → 7x, one term only. On paper and in the other live half the same two tasks are picked from three. No item asks the child to apply the associative, commutative or identity property. ▶ Play a live item from this skill |
Arkansas asks the child to generate equivalent expressions by applying the associative, commutative, distributive and identity properties. At Expressions Level 4 the child generates equivalent expressions by typing them in half of live items, in English and Spanish. The other live half, and all paper items, are picked from three. Distributive property: 'Write 4(x + 3) WITHOUT parentheses' → 4x + 12. Any bracket is refused, and so is the given form typed back. Combining like terms: 'Write 5x + 2x with the like terms combined' → 7x, one term only. Not practiced: the associative, commutative and identity properties. In Grade 6, rewriting an expression is asked only for the distributive property and for combining like terms. The checker accepts a commuted answer such as 12 + 4x, but no item asks the child to commute, regroup, or use an identity such as x · 1 = x. PARTIAL on 'the associative, commutative, ... and identity properties'. (18OCT2026 Arkansas build) Blocking clause: the associative, commutative, ... and identity properties |
| 6.ALG.5 | FULL | expressionsQ L4 MC branches ('Which expression is equivalent to a(x + b)?'; 'Combine like terms: ax + bx = ?') + typed exprwrite:dist / exprwrite:combine 'Which expression is equivalent to 4(x + 3)?' → 4x + 12, beside two of five named slips (4x + 3, 7x, x + 12, 4x + 12x, 12x + 4). 'Combine like terms: 5x + 2x = ?' → 7x, beside 7x² and 10x. Both are picked from three in half of live items and all paper items; the other live half has the child type the equivalent form. ▶ Play a live item from this skill |
Arkansas asks the child to identify when two expressions are equivalent by using properties of operations, including like terms. At Expressions Level 4 the child does this by choosing from three, in English and Spanish, in half of live items and in all paper items. 'Which expression is equivalent to 4(x + 3)?' is keyed 4x + 12, beside two of five named slips (4x + 3, 7x, x + 12, 4x + 12x, 12x + 4). The explanation applies the distributive property: 'Distribute the 4 to BOTH addends.' 'Combine like terms: 5x + 2x = ?' is keyed 7x, beside 7x² and 10x. That explanation counts like terms and says 'Adding like terms never changes the exponent'. In the other live half the child types the equivalent form. Arkansas names the method as properties of operations, not substitution, and every explanation argues from properties. Limits: the properties used are the distributive property and combining like terms, and each question has exactly one equivalent choice. FULL. (18OCT2026 Arkansas build) |
| 6.ALG.6 | PARTIAL | equationsSaplingQ L6 substitution branch (about 1 in 4 of L6); inequalitiesQ L2 Picked from three: 'Which value from the set {4, 5, 7} makes 3x + 4 = 19 true?' The working value's place varies. 'Which value from the set {…} makes x + 5 > 12 true?' (or < c), with the boundary value that lands exactly on c as a named wrong choice. Only =, > and < appear in these items. ▶ Play a live item from this skill |
Arkansas asks the child to use substitution to determine whether a given value in a specified set makes an equation or inequality true, with the inequality symbols <, >, ≤, ≥ and ≠. Substitution is practiced by choosing from three, in English and Spanish. About one Equations Level 6 item in four asks questions like 'Which value from the set {4, 5, 7} makes 3x + 4 = 19 true?'. The working value's place in the set varies. The explanation substitutes it and says testing each value is the method. Every Inequalities Level 2 item asks the same about x + a > c or x + a < c. The boundary value, which lands exactly on c, is a named wrong choice. Not practiced: the symbols ≤, ≥ and ≠. The substitution items use only =, > and <. In Grade 6, ≤ and ≥ appear only in the inequality write and graph items, and ≠ in no substitution item. Also, every set holds exactly one working value, and no item asks about a single given value for a yes-or-no answer. In the inequality items the working value is always the largest number in the set for > and the smallest for <, so they can be answered without substituting. PARTIAL on 'Include the following inequality symbols: <, >, ≤, ≥, ≠'. (18OCT2026 Arkansas build) Blocking clause: Include the following inequality symbols: <, >, ≤, ≥, ≠ |
| 6.ALG.7 | PARTIAL | equationsSaplingQ L5 (typed eqwrite:sub / eqwrite:mul; typed eqsolve1:sub / eqsolve1:mul; MC x + a, x − a, ax, x ÷ a) + rationalOneStepQ (MC decimal x ± p = q, (1/n)x = q, 'Which equation models the situation?') Typed write (whole numbers): 'Ivy had s stickers, gave away 7, and has 12 left. Write the equation.' → s − 7 = 12; '4 equal boxes hold 72 crayons in all. Write the equation for the crayons c in each box.' → 4c = 72. Typed solve: 'Solve s − 7 = 12. Write s = …'. Picked: x + a = b, x − a = b, ax = b, x ÷ a = b (whole numbers); x + 1.5 = 7.3, x − 1.5 = 5.8, (1/3)x = 4; 'Sam had x dollars. He spent $2.50 and now has $9.10. Which equation models the situation?' ▶ Play a live item from this skill |
Arkansas asks the child to write and solve one-step equations in real-world and mathematical problems involving positive rational numbers and zero. Solving is practiced in all four operations, in English and Spanish. With whole numbers at Equations Level 5, the child solves x + a = b, x − a = b, ax = b and x ÷ a = b by choosing from three. In some live items the child types the solution of s − a = b or bc = N ('Solve s − 7 = 12. Write s = …'). In one Level 5 item in three the numbers are positive rationals, all answered by choosing. The child solves x + 1.5 = 7.3 or x − 1.5 = 5.8 with decimals, or (1/3)x = 4 with a unit fraction. Or the child picks which equation models a story ('Sam had x dollars. He spent $2.50 and now has $9.10'). Writing is typed with whole numbers only. The child types s − 7 = 12 for 'Ivy had s stickers, gave away 7, and has 12 left' and 4c = 72 for '4 equal boxes hold 72 crayons in all'. Not practiced: typing an equation with rational numbers, because the decimal equations are only chosen. Fractions appear only as a unit-fraction coefficient. Zero is not practiced either: no Level 5 equation has 0 as one of its numbers or as its solution. The typed writing and the typed solving are separate items, never one problem written and then solved. PARTIAL on 'involving positive rational numbers and zero'. (18OCT2026 Arkansas build) Blocking clause: involving positive rational numbers and zero |
| 6.ALG.8 | PARTIAL | inequalitiesQ L1 (typed ineqwrite + MC) + L3 (RayPick raydraw; MC number-line description; 'How many solutions does x > c have?') Typed: 'To ride the roller coaster you must be MORE than 48 inches tall. Write the inequality (h = height).' → h > 48; also p ≤ c, s ≥ c, d < c. Built: 'Graph the solution set of x ≥ 6 on the number line.' The child taps the boundary, an open or closed circle and the direction. Picked: the matching number-line description; 'How many solutions does x > c have?' → 'infinitely many'. No Grade 6 item has the child solve an inequality such as x + 3 > 7. ▶ Play a live item from this skill |
Arkansas asks the child to write, solve and graph one-step inequalities in real-world and mathematical problems. Write: in half of live Inequalities Level 1 items the child types the inequality for a real-world condition, in four forms. 'MORE than 48 inches tall' → h > 48, 'AT MOST c people' → p ≤ c, 'AT LEAST c points' → s ≥ c and 'LESS than $18 left' → d < 18. The checker refuses the wrong direction and a swap between strict and inclusive signs. The other Level 1 items pick h > c or d < c from three. Graph: in about a quarter of live Level 3 items the child builds the solution set of x > c, x < c, x ≥ c or x ≤ c on a number line. The child taps the boundary, an open or closed circle and the direction. Other items pick the matching description, and 'How many solutions does x > c have?' is answered 'infinitely many'. All of this is in English and Spanish. Not practiced at Grade 6: solving a one-step inequality. Every inequality the child writes or graphs is already in the form x > c, so no Grade 6 item has the child solve one such as x + 3 > 7 or 2x ≤ 10. Inequalities Level 2 tests values from a set against x + a > c, which is substitution, not solving. Solving appears only at Inequalities Level 4, a Grade 7 level ('Solve −3x < −12', typed), which is not counted here. PARTIAL on 'solve ... one-step inequalities'. (18OCT2026 Arkansas build) Blocking clause: solve ... one-step inequalities |
| 6.GM.1 | PARTIAL | geometrySaplingQ L6 (forms 0-2: triangle, parallelogram, trapezoid) + L7 (L-shape by subtraction, kite from diagonals) L6: 'A triangle has base b cm and height h cm. What is its area?'; 'A parallelogram has base b m and height h m. What is its area?'; 'A trapezoid has bases b1 and b2 units and height h. What is its area?'. L7: 'An L-shaped figure is a W × H rectangle with a w × h corner missing. What is its area?'; 'A kite has diagonals of d1 and d2 cm. What is its area?'. No figure is drawn. The area is picked from three choices, in English and Spanish. ▶ Play a live item from this skill |
Geometry Levels 6-7 ask for the area of a triangle, a parallelogram, a trapezoid and a kite from given measurements. They also ask for the area of an L-shaped figure described as a rectangle with a corner missing, which the child finds by subtracting the corner. The explanations show the composing and decomposing behind each formula: the parallelogram's end triangle slides across to make a rectangle, a triangle is half a parallelogram, dropping the trapezoid's ÷2 counts two trapezoids, and a kite fills half a rectangle. The child picks the area from three choices, in English and Spanish. Not practiced: every item is a bare shape labeled cm, m or 'units', so Arkansas's 'to solve real-world and mathematical problems' is practiced only for mathematical problems. No figure is drawn, the L-shape item states its own decomposition in the prompt, and the L-shape is the only polygon with more than four sides. (18OCT2026 Arkansas build) Blocking clause: to solve real-world and mathematical problems |
| 6.GM.2 | PARTIAL | volumeSaplingQ L4 (V = lwh, n.5 height) + L5 (V = Bh) L4: 'A right rectangular prism measures l × w × h units. What is its volume?', with l = 2, 4, 6 or 8, w = 2 to 6, and h always 1.5, 2.5 or 3.5. L5: 'A prism's base has area B = … cm² and its height is … cm. Use V = Bh. What is the volume?', with B a whole number from 6 to 24 and h from 2.5 to 5.5. At L4 the volume is picked from three choices. At L5 it is typed on the number pad in interactive rounds ('What is the volume, in cubic centimeters?') and picked from three on paper and in the placement check. English and Spanish. ▶ Play a live item from this skill |
Volume Level 4 asks for the volume of a right rectangular prism with one edge of n.5 units (for example 4 × 3 × 2.5 units). The explanation applies V = l × w × h and reads the half unit as half a layer. Volume Level 5 gives the base area B and an n.5 height and says 'Use V = Bh'. At Level 4 the child picks the volume from three choices; at Level 5 the child types it on the number pad in interactive rounds (since 24 Oct 2026), with no choices on screen, and picks it from three choices on paper and in the placement check. English and Spanish. Not practiced: 'to solve real-world and mathematical problems, including solving for an unknown dimension'. No prism volume at Volume Levels 4-5 is set in a real-world context. Every item gives all the measurements and asks for the volume, so the child never solves for a missing length, width, height or base area. The fractional edge is always one half, and it is always the height. Where the V = Bh item keeps choices (paper, the placement check and Duel), the two wrong ones are a pair drawn from seven named slips (the half dropped, the height rounded up, B + h added, both bases added on, one layer too many, one layer short, the half layer worked out as B ÷ ½), so the key is the smallest, middle or largest choice about a third of the time each, no choice is ever double (or another whole-number multiple of) another, and the key ends in .5 itself about half the time. But those choices still give the answer away to a determined guesser: how many choices end in .5, read together with which two choices sit closer (or whether all three are evenly spaced), finds the answer in about 81% of deals (chance 33%). (18OCT2026 Arkansas build; note refreshed 24OCT2026) Blocking clause: to solve real-world and mathematical problems, including solving for an unknown dimension |
| 6.GM.3 | PARTIAL | geometrySaplingQ L8 (cube-net SA, rectangular-prism-net SA, cube-net picker) 'A cube's net is 6 equal a × a squares. What is the total surface area?'; 'A rectangular prism's net has l×w, l×h, and w×h rectangles — two of each. What is the surface area?'; in some interactive cube deals, 'Which of these nets folds into a CUBE?' with three drawn nets (a cross of six squares, a T of five, a 2 × 3 block). All are picked from three choices, in English and Spanish. The other third of Level 8 is a soup-can cylinder worked without a net. ▶ Play a live item from this skill |
Geometry Level 8 finds surface area from a net described in words, for example 'A cube's net is 6 equal 3 × 3 squares. What is the total surface area?' and 'A rectangular prism's net has 2×4, 2×3, and 4×3 rectangles — two of each.' In some interactive cube deals the child sees three drawn nets and picks the one that folds into a cube. The answer is always the cross. Answers are picked from three choices, in English and Spanish. Not practiced: 'Construct nets of a rectangular prism, rectangular pyramid, triangular prism, and triangular pyramid'. The child never builds a net. The only nets are for cubes and rectangular prisms, and none has a triangular face. Finding surface area from a net is therefore practiced only for the rectangular prism (including the cube). No grade-6 item works a rectangular pyramid, a triangular prism or a triangular pyramid. The nearest pyramid item is a grade-8 square-pyramid formula item (Geometry Level 10, SA = B + ½Pl), worked without a net. (18OCT2026 Arkansas build) Blocking clause: Construct nets of a rectangular prism, rectangular pyramid, triangular prism, and triangular pyramid |
| 6.GM.4 | PARTIAL | coordinateSaplingQ L4 (quadrant of a signed point, x-axis reflection) + L5 (plot-rectangle tap grid); ratiosSaplingQ L5 kind 1 (plot ratio-table pairs, interactive) 'Which quadrant is the point (x, y) in?' with x and y signed integers from ±1 to ±8 (all four quadrants occur); 'Which point is the reflection of (x, y) across the x-axis?' for a first-quadrant point, with choices (x, −y), (−x, y), (−x, −y); both are picked from three. Interactive only: the child plots a rectangle's four given vertices on a 0-9 tap grid (Coordinate Level 5) and taps the pairs of a lemons → ounces ratio table onto the same grid (Ratios Level 5). ▶ Play a live item from this skill |
Coordinate-grid Level 4 asks which quadrant a signed point such as (−3, 5) is in, and all four quadrants occur. It also asks for the reflection of a first-quadrant point across the x-axis, whose answer is a pair in quadrant IV. Both are picked from three choices, in English and Spanish. The child graphs points only on the tap grid, which runs 0 to 9 on both axes. In interactive rounds, Coordinate Level 5 has the child plot a rectangle's four given vertices. Ratios Level 5 has the child plot the pairs of a lemons-to-ounces table, the one real-world graphing item. Not practiced: 'graph pairs of rational numbers in all four quadrants of the coordinate plane'. No point with a negative coordinate is ever graphed. Every coordinate at these levels is an integer, and no four-quadrant item has a real-world setting. In the quadrant item, the two wrong choices are two of the other three quadrants, picked at random (24OCT2026 note update: until then quadrant IV was offered only when it was the answer). (18OCT2026 Arkansas build) Blocking clause: graph pairs of rational numbers in all four quadrants of the coordinate plane |
| 6.GM.5 | PARTIAL | coordinateSaplingQ L5 (plot-rectangle tap-grid item, interactive only) In about half of interactive Level 5 deals: 'Draw the rectangle on the plane — plot its four vertices: (x1, yb), (x2, yb), (x2, yt), (x1, yt).' The child taps the four points on a 0-9 tap grid and is scored on the exact set. The child then answers 'Now read YOUR shape: how long is the side from (x1, yb) to (x2, yb)?', picked from three. ▶ Play a live item from this skill |
In about half of interactive Coordinate-grid Level 5 questions, the child plots a rectangle from its four given vertices ('Draw the rectangle on the plane — plot its four vertices: (2, 1), (5, 1), (5, 4), (2, 4).'). The child taps each point on the grid, and a stray extra point is marked wrong. The child then reads the length of the rectangle's bottom side. In English and Spanish. Not practiced in full: 'Draw polygons in the coordinate plane'. The polygon is always a rectangle, so no triangle or other polygon is ever plotted. The child places the vertices, but the sides are never drawn. The grid runs 0 to 9 on both axes, so every vertex is in the first quadrant. The plotting item is dealt only in interactive rounds; paper practice and the placement check do not show it. (18OCT2026 Arkansas build) Blocking clause: Draw polygons in the coordinate plane |
| 6.GM.6 | PARTIAL | coordinateSaplingQ L5 (same-x two-point distance; same-y side of the plotted rectangle) 'What is the distance between (x, y1) and (x, y2)?' with x signed, y1 positive and y2 negative, picked from three. In interactive rectangle deals, after plotting: 'Now read YOUR shape: how long is the side from (x1, yb) to (x2, yb)?', picked from three. ▶ Play a live item from this skill |
Coordinate-grid Level 5 asks for the vertical distance between two points with the same x-coordinate on opposite sides of the x-axis ('What is the distance between (−3, 5) and (−3, −2)?'). The explanation writes it as |5 − (−2)| = 7. In the interactive rectangle item, the child finds a horizontal distance: the side from (2, 1) to (5, 1) of the rectangle the child has just plotted. Answers are picked from three choices, in English and Spanish. Not practiced: 'to solve real-world and mathematical problems'. No coordinate-distance item has a real-world setting, so only mathematical problems are practiced. The vertical distance always crosses the x-axis, never joining two points on the same side. The horizontal distance is asked only for a first-quadrant rectangle side, in interactive rounds. (18OCT2026 Arkansas build) Blocking clause: to solve real-world and mathematical problems |
| 6.GM.7 | PARTIAL | ratiosSaplingQ L7 kinds 0-1 (inches → feet, hours → minutes); unitConversionQ L1-5 (grade-4 Unit Conversions skill: metric and lb/oz within-system) Ratios L7: 'Convert 78 inches to feet. (12 inches = 1 foot)' and 'A movie lasts 2.5 hours. How many minutes is that?', picked from three. Unit Conversions (a grade-4 skill, Levels 1-5): km↔m, m↔cm, kg↔g, L↔mL including decimals ('250 milliliters = ? liters'), lb↔oz and time, with stories such as 'A hiking trail is 2 kilometers plus 300 more meters long. How many meters long is it in all?'. ▶ Play a live item from this skill |
Within the customary system, Ratios Level 7 converts inches to feet, including half feet ('Convert 78 inches to feet. (12 inches = 1 foot)'). It also converts hours to minutes in a real-world setting ('A movie lasts 2.5 hours. How many minutes is that?'). Both are picked from three, in English and Spanish. Conversions within the metric system (km to m, m to cm, kg to g, L to mL, with decimals such as 250 mL = 0.25 L) and pounds to ounces are practiced only in the grade-4 Unit Conversions skill (Levels 1-5), whose levels are cited for grade 4-5 standards. That skill includes short real-world stories (a hiking trail, a ribbon, a puppy's weight). Not practiced: 'between the metric and customary measurement systems'. No item converts from one system to the other, for example inches to centimeters or miles to kilometers. The only cross-system item found is a K-5 'Which is longer?' comparison of 1 foot, 1 inch and 1 centimeter. At the grade-6 levels, no metric conversion is practiced, and the inches-to-feet prompt prints its conversion factor. (18OCT2026 Arkansas build) Blocking clause: between the metric and customary measurement systems |
| 6.SP.1 | PARTIAL | statisticsQ L1 forms 0-3 A bank of 7 matched pairs, such as 'How many minutes do the students in your class spend on homework?' beside 'How many minutes did YOU spend on homework last night?'. Picking from three, the child answers 'Which is a STATISTICAL question?', 'Which is NOT a statistical question?', 'Which question would get the SAME answer from everyone surveyed?' and 'Why is this a STATISTICAL question?' (keys such as 'The answer depends on who you ask.'). ▶ Play a live item from this skill |
Statistics Level 1 has the child tell statistical from non-statistical questions in four ways, over a bank of seven pairs in English and Spanish. One pair is 'How many minutes do the students in your class spend on homework?' beside 'How many minutes did YOU spend on homework last night?'. The child picks the statistical question and picks the one that is not statistical. The child also picks the question everyone surveyed would answer the same way, and picks why a given question is statistical ('The answer depends on who you ask'). Not practiced: 'write simple statistical questions that allow variable responses'. The child never writes or types a question; every answer is picked from three. Weakness: some pairs change the topic instead of matching it, such as class quiz scores beside 'What number do you get when you multiply 7 × 8?'. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: write simple statistical questions that allow variable responses |
| 6.SP.2 | PARTIAL | statisticsQ L2 kinds 0-2 (mean, median, mode; the median typed in every interactive deal, the mean and mode in half) + L3-L4 (which center fits, outlier pull); statisticsDisplayQ L5 (dot-plot mode) L2: 'Find the MEAN of: 5, 10, 10, 10, 10', 'Find the MEDIAN of: …' (five values), 'Find the MODE of: …', the median typed on a number pad in every interactive deal, the mean and mode in about half, and all three picked from three on paper and in the placement check. L3: 'Five houses cost $35k, $40k, $43k, $45k, and $250k. Which measure of center BEST describes a typical house?' (or which one the $250k house DRAGS). L4: 'Data: … With the outlier still in the list, which measure BEST describes a typical time?'. L5: 'From the dot plot, what is the MODE (the most common value)?'. ▶ Play a live item from this skill |
Statistics Level 2 has the child calculate the mean, the median and the mode of five-value sets. The median is typed on a number pad in every interactive deal and the mean and mode in about half; paper practice and the placement check stay multiple choice. Interpreting is practiced for the mean and the median. At Levels 3-4 the child picks which measure best describes a typical house or quiz time when one value is far off, and which measure the outlier drags. The explanations say the mean 'adds every value' and the median 'stays at the true middle'. The mode is read off a dot plot as 'the most common value'. In English and Spanish. Not practiced in full: 'any measure of center (mean, median, and mode) of a numerical data set'. The median item prints its five values in a shuffled order (never already sorted), so the median can sit anywhere in the printed list, and each list has one far value whose mean is itself one of the five values. In interactive rounds the median is typed, and typing the mean gets its own explanation. Where it keeps choices (paper and the placement check), in about five deals in eight one wrong choice is the list's mean, so a child who averages instead of sorting picks a wrong choice, and no rule on the choices' order or spacing finds the median more than about 42% of the time. Not closed there: the mean is always the median's neighbour, so working out the mean exactly and taking the closest other choice still finds it, and 'a choice that is the list's largest or smallest value → the choice farthest from it, otherwise the middle choice' finds it about 75% of the time with no arithmetic. No median item has an even number of values. The mean item is always four equal values and one lower value, printed in the same order. No item asks what a mode tells about its data beyond 'most common'. (18OCT2026 Arkansas build) Blocking clause: any measure of center (mean, median, and mode) of a numerical data set |
| 6.SP.3 | PARTIAL | statisticsQ L3 house-price item + L4 which-measure item L3: 'Five houses cost $35k, $40k, $43k, $45k, and $250k. Which measure of center BEST describes a typical house?' with choices 'the median — the outlier drags the mean upward', 'the mean — it uses every value, even the outlier' and 'the range — it shows how far apart the prices are'. L4: 'Data: 21, 22, 22, 22, 23, 39. With the 39 still in the list, which measure BEST describes a typical time?' with 'the median', 'the mean', 'the range'. All are picked from three. ▶ Play a live item from this skill |
At Statistics Levels 3-4 the child decides which measure of center best describes data with one far-off value. In one item it is a typical house among five prices, one of them $200k or more. In the other it is a typical quiz time in a list with a high or low outlier. In the house item each choice carries a reason, so the child picks 'the median — the outlier drags the mean upward' over 'the mean — it uses every value, even the outlier'. The explanation says the outlier drags the mean because the mean adds every value. In English and Spanish. Not practiced: 'justify the choice'. The reason is picked from printed options, and the child never states one. The decision is also one-sided. At these levels the data always has an outlier and the key is always the median, so the child never meets data where the mean is the better choice. (18OCT2026 Arkansas build) Blocking clause: justify the choice |
| 6.SP.4 | PARTIAL | statisticsQ L3 house item ('DRAG' form) + L4 outlier items L3: 'Five houses cost …, and $250k. Which measure of center does the $250k house DRAG away from the others?' (the mean). L4: 'Minutes to finish a quiz: … Which value is the OUTLIER?' and 'Data: … If the outlier 39 is removed, which measure changes MOST?' (the mean, against the median and the mode). Outliers are high or low. All are picked from three. ▶ Play a live item from this skill |
The child judges how an outlier affects the center. At Statistics Level 3 the child picks the measure that a house costing $200k or more drags away from four typical prices (the mean). At Level 4 the child picks the outlier in a list of quiz times. The outlier is high in half the deals and low in the other half. The child also picks which measure changes most when the outlier is removed: the mean, against the median and the mode. The explanations describe the effect: the mean adds every value, so the outlier tugs on it, while the median only looks at the middle of the sorted list. In English and Spanish. Not practiced: 'Describe how the mean or median is affected by outliers' in the child's own words. Every answer is picked from three. In the Level 3 item, one wrong answer itself says 'the outlier drags the mean upward'. No grade-6 item (Statistics Levels 1-5) asks which way, or by how much, the mean moves. The nearest is a Level 6 (grade 7) form where the child picks that 'a few high values pull the mean up' or 'a few low values pull the mean down', without the word outlier. (18OCT2026 Arkansas build) Blocking clause: Describe how the mean or median is affected by outliers |
| 6.SP.5 | FULL | statisticsQ L2 kind 3 (range, typed in half of interactive deals) + L3 two-group spread item + L4 variabilityQ forms 0 and 2 (range, IQR, typed); boxStemQ box-plot kinds 1-3 (statistics L5) L2: 'Find the RANGE of: 8, 4, 18, 6, 8'. L3: 'Group A: 5, 6, 6, 7. Group B: 3, 5, 10, 14. Which statement is true?' (key 'B is more spread out — its range is larger'). L4 (one deal in four): 'Scores: … What is the RANGE?' and 'Ordered data: 5, 8, 10, 12, 14, 18, 21. What is the interquartile range (IQR)?', typed on a number pad. L5 box plots: 'The box plot summarizes pages read. What is the RANGE?', '… What is the interquartile range (IQR)?', '… What share of the data lives INSIDE the box (from 4 to 8)?' ('about half'), picked from three. ▶ Play a live item from this skill |
Arkansas names two measures of variation, the range and the interquartile range, to calculate and to interpret. Calculating: Statistics Level 2 finds the range of five values, typed on a number pad in about half of interactive deals. In one Level 4 deal in four, the child types a range, a mean absolute deviation or an interquartile range. The IQR comes from seven ordered values ('Ordered data: 5, 8, 10, 12, 14, 18, 21. What is the interquartile range (IQR)?'). At Level 5 the range and the IQR are read off a drawn box plot, and each is offered as the wrong answer for the other. Interpreting: at Level 3 the child judges which of two groups is more spread out by its range. At Level 5 the child picks what share of the data lies inside the box of a box plot ('about half'). The explanations say the range 'measures how SPREAD OUT the data is, not where it sits' and that the IQR 'looks at the middle 50%'. In English and Spanish. Weaknesses: the IQR is only ever calculated from seven values already in order or read from a box plot. In the two-group item the key is always the shortest of the three options. (18OCT2026 Arkansas build) |
| 6.SP.6 | NOT COVERED | — | Not practiced: 'Determine which measure of variation (range or interquartile range) is more appropriate to describe the shape; justify the choice.' The child calculates the range and the interquartile range as separate items at Statistics Levels 2, 4 and 5. The choice of a measure of CENTER is asked at Levels 3-4. No item asks which measure of variation fits a data set. The idea that an outlier stretches the range while the IQR 'looks at the middle 50%' appears only in the explanation after an IQR item. (18OCT2026 Arkansas build) Blocking clause: Determine which measure of variation (range or interquartile range) is more appropriate to describe the shape; justify the choice. |
| 6.SP.7 | PARTIAL | statisticsDisplayQ (statistics L5): dot-plot construct on a number line; histogram and boxStemQ box-plot reading Interactive rounds: 'Data (books read this month): 2, 3, 3, 5, … Make the dot plot: one ✕ for each data point.' On a number line with four marks the child taps ＋ above a mark to stack each ✕. Read only, picked from three: a drawn three-bar histogram ('Which interval holds the MOST students?', the total) and a drawn box plot (median, range, IQR, share of data inside the box). |
At Statistics Level 5, in interactive rounds, the child represents a listed data set on a number line by building a dot plot. For each data point the child stacks one ✕ over its value ('Make the dot plot: one ✕ for each data point'). This is about one interactive Level 5 question in fourteen. Histograms and box plots are only read. On a drawn histogram the child answers which interval holds the most and how many there are in total. On a drawn box plot the child reads the median, the range, the interquartile range and the middle-half share. In English and Spanish. Not practiced: representing data on a 'histogram, and box plot'. No item has the child build either one; the app's builders make dot/line plots, bar and picture graphs, and circle graphs, but no histogram or box plot. (18OCT2026 Arkansas build) Blocking clause: histogram, and box plot |
| 6.SP.8 | NOT COVERED | — | Not practiced: 'Calculate the relative frequency of an interval of data values when given a histogram.' At Statistics Level 5 the child reads a drawn three-bar histogram of minutes practiced. The child picks the interval that holds the most students, or the total number of students. No item asks what fraction or percent of the data falls in an interval. Finding the total is the first step of a relative frequency, but the division is never asked. (18OCT2026 Arkansas build) Blocking clause: Calculate the relative frequency of an interval of data values when given a histogram. |
| 6.SP.9 | FULL | boxStemQ box-plot kinds 0-3 (statistics L5, via statisticsDisplayQ) A drawn box plot on a numbered axis, for one of four data sets (quiz scores, laps run, pages read, minutes practiced): 'The box plot summarizes pages read. What is the MEDIAN?', '… What is the RANGE?', '… What is the interquartile range (IQR)?', '… What share of the data lives INSIDE the box (from 4 to 8)?' ('about half', against 'about one quarter' and 'all of it'). Picked from three, in English and Spanish. |
At Statistics Level 5 the child interprets a drawn box plot of a named data set (quiz scores, laps run, pages read or minutes practiced) to answer one of four questions about it: the median, the range, the interquartile range, or what share of the data lies inside the box. The wrong answers are the box plot's other features, so the child must tell them apart: the quartiles are offered for the median, the IQR for the range and the range for the IQR. The explanations name each part ('The bar INSIDE the box marks the median'; the box 'holds the middle HALF of the data'). In English and Spanish. Weaknesses: box plots are about one Level 5 question in ten, and every plot sits on a whole-number axis. Each question names the measure it wants instead of asking about the context in words, the share-inside-the-box question always has the key 'about half', and no item compares two box plots. (18OCT2026 Arkansas build) |
| Code | Verdict | Evidence (generator · forms) | Notes |
|---|---|---|---|
| 7.NCC.1 | PARTIAL | integersG7Q L5 forms 0-4 (form 0 frog-hop number line in live rounds); rationalStructureQ form 0 (integers L5-L7); Writing Coach xp-sum-diff-context (Writing-Coach-only) Picked from three: '(−6) + 9 = ?', '7 − (−4) = ?', '(−8.5) + 2.5 = ?', '4.5 − (−1.5) = ?'; 'Rewrite 9 − 12 as addition' (9 + (−12)). In live rounds the child taps where a frog lands on a row of number buttons for (−a) + b or for a − b crossing zero. The only real-world additive story: a temperature rises v° and falls v° (total change 0°, or the afternoon change −v° that undoes the rise). Writing Coach only: 'A submarine at −40 m rises 25 m. Write the sum that describes this and explain what the answer tells you.' ▶ Play a live item from this skill |
At Integers Level 5 the child adds and subtracts signed numbers and picks each result from three: '(−6) + 9 = ?', '7 − (−4) = ?', and signed halves such as '(−8.5) + 2.5 = ?'. The child also rewrites a difference as a sum ('Rewrite 9 − 12 as addition'). In live rounds the child taps where a frog lands on a number line for (−a) + b, or for a − b crossing zero. Items are in English and Spanish. All of these use bare numbers, not real-world contexts. The only real-world sum is a temperature that rises and then falls by the same amount, so the answer is always 0° or the opposite of the rise. The child picks or taps a number and never builds the representation (a model, a diagram or an equation) for a situation. No Integers item adds or subtracts two signed fractions. With Writing Coach on (a district-enabled paid feature), one prompt asks the child to write the sum for a submarine at −40 m that rises 25 m and explain it. That AI-judged response is the only place the child writes a representation, and it is not counted as full practice here. Not practiced: 'Represent addition and subtraction of rational numbers in real-world contexts using a variety of forms.' PARTIAL. (18OCT2026 Arkansas build) Blocking clause: Represent addition and subtraction of rational numbers in real-world contexts using a variety of forms. |
| 7.NCC.2 | PARTIAL | rationalStructureQ form 0 (dealt about 1 in 4 at integers L5-L7; additive-inverse form 1 of 3 at L5-L6, 1 of 4 at L7); Writing Coach xp-opposites-sum at integers L5 (Writing-Coach-only) Picked from three: '9 + (−9) = ?' (0, against 18 and −18). 'The temperature rose 9° in the morning and fell 9° in the afternoon. What was the total change?' ('0° — the opposite changes cancel', against '+18° — the two changes add together' and '−9° — only the fall counts'), or 'The temperature rose 9° in the morning. What afternoon change would bring it back to where it started?' ('−9° — the exact opposite of the rise'). Writing Coach only: 'Explain why 8 + (−8) = 0. Use a number line or a real-life situation in your explanation.' |
About one Integers Level 5 item in twelve asks about additive inverses, chosen from three. Half are bare ('9 + (−9) = ?', answer 0). The other half are a temperature story. A morning rise and an afternoon fall of the same size give a total change of 0°, or the child picks the afternoon change that would undo a rise (−9°). The explanation calls rising 9 and falling 9 'OPPOSITE quantities: +9 + (−9) = 0'. Items are in English and Spanish. This practices recognizing that opposite quantities combine to make 0, in one real-world setting. Held PARTIAL. The temperature story is the only situation, and it is always given in the prompt. The child never models the inverse with a number line or counters and never describes a situation of their own. With Writing Coach on (a district-enabled paid feature), one prompt asks the child to explain why 8 + (−8) = 0 using a number line or a real-life situation. That response is judged by an AI rubric and is not counted as full practice here. Not practiced: 'Model and describe additive inverse in real-world situations'. (18OCT2026 Arkansas build) Blocking clause: Model and describe additive inverse in real-world situations |
| 7.NCC.3 | PARTIAL | integersG7Q L5 form 2 (distance on the number line) Picked from three: 'What is the distance between −5 and 7 on the number line?' (pairs straddling zero), or 'What is the distance between −12 and −8 on the number line?' (both negative, where adding the two sizes is a wrong answer). The explanation writes Distance = |7 − (−5)| = 12. ▶ Play a live item from this skill |
About one Integers Level 5 item in seven asks for the distance between two integers on the number line, chosen from three. Some pairs straddle zero (−5 and 7). Others are both negative (−12 and −8), so adding the two sizes is offered as a wrong answer. The explanation shows the distance as the absolute value of the difference, for example Distance = |7 − (−5)| = 12. Items are in English and Spanish. Held PARTIAL. Every pair is two bare integers. No distance item is set in a real-world context such as temperatures, elevations or money, and no endpoint is a fraction or decimal. No number line is drawn, and the child picks the distance instead of demonstrating it. Not practiced: 'Demonstrate in real-world contexts the distance between two rational numbers on the number line as the absolute value of their differences.' (18OCT2026 Arkansas build) Blocking clause: Demonstrate in real-world contexts |
| 7.NCC.4 | PARTIAL | longDivisionQ (integers L6, dealt 1 in 3 at L6; LEVEL_EVIDENCE 'integers:6' floor of 2 'fd' items per full round) Picked from three: 'Use long division: write 7/24 as a decimal.' (0.29166…, against digit slips); 'Dividing 5 by 7 by long division, the quotient so far reads 0.71 and the remainder is 3. What is the NEXT digit?'; 'In the long division of 3 ÷ 8, the remainders run 3, 6, 4 — and then the remainder is 0. What happens from there on?' (the division stops / the same digits repeat / no pattern); '5/12 is in lowest terms. Without dividing all the way out: does its decimal terminate or repeat?' ▶ Play a live item from this skill |
Every full Integers Level 6 round includes at least two long-division items. The child picks the next quotient digit from a remainder. The child reads a remainder that comes back as 'the same digits repeat, forever' and a remainder of 0 as 'the decimal terminates'. The child also decides from a lowest-terms denominator (only 2s and 5s, or some other prime factor) whether a fraction's decimal terminates or repeats. These items practice 'recognize that the decimal form of a rational number terminates in 0s or eventually repeats'. Items are in English and Spanish. About 3 long-division items in 20 are a full conversion, such as 'Use long division: write 7/24 as a decimal', chosen from three decimals that differ by a digit. Held PARTIAL. Every fraction converted is positive and less than 1, so no negative fraction like −5/8 and no improper fraction like 9/4 is ever converted. The child picks the decimal and never writes it. Not practiced in full: 'Convert a rational number in fraction form to decimal form'. (18OCT2026 Arkansas build) Blocking clause: Convert a rational number in fraction form to decimal form |
| 7.NCC.5 | PARTIAL | integersG7Q L7 forms 0-2 (temperature drop, debt split); integersG7Q L6 forms 0-3 (bare signed products and quotients) Picked from three: 'The temperature drops 3° each hour for 6 hours. What is the total change?' (−18°, against 18° and −9°; also 2.5° an hour for 4 hours); '4 friends split a −$28 debt equally. What is each person's share?' (−$7, against slips such as the sign dropped or the whole debt). Bare at Level 6: '(−4) × (−6) = ?', '(−24) ÷ 4 = ?', '(−3.5) × 8 = ?', '(−12) ÷ 1.5 = ?'. ▶ Play a live item from this skill |
At Integers Level 7 the child works out signed products and quotients set in a story and picks the result from three. One story is 'The temperature drops 3° each hour for 6 hours. What is the total change?' (−18°; a 2.5° rate also appears). The other is '4 friends split a −$28 debt equally. What is each person's share?' (−$7). The answer with the sign dropped is offered as a wrong choice. The feedback explains the sign: a positive $7 'would say each person GAINED money', and the sign 'carries the direction of change'. So the child reads what a signed product or quotient means inside a given story. Level 6 practices bare products and quotients such as '(−4) × (−6) = ?'. Items are in English and Spanish. Held PARTIAL. The child never describes a real-world context for a product or quotient. Every story is supplied, and the only two are a falling temperature and a shared debt. No Integers item multiplies or divides two signed fractions. The Writing Coach sign-rule prompts at Level 6 (−12 ÷ 3; (−3) × 4) use bare numbers, not contexts. Not practiced: 'Interpret the products and quotients of rational numbers by describing real-world contexts.' (18OCT2026 Arkansas build) Blocking clause: by describing real-world contexts |
| 7.NCC.6 | PARTIAL | integersG7Q L5-L6 forms (signed add, subtract, multiply, divide, picked); rationalStructureQ forms 0-1 (additive inverse, reciprocal) Picked from three: '(−6) + 9 = ?', '7 − (−4) = ?', '(−8.5) + 2.5 = ?', '(−4) × (−6) = ?', '(−24) ÷ 4 = ?', '(−3.5) × 8 = ?', '(−12) ÷ 1.5 = ?'; 'Rewrite 9 − 12 as addition'; '7 + (−7) = ?'; 'What number do you multiply −3/4 by to get 1?' ▶ Play a live item: level 5 · level 6 |
At Integers Levels 5 and 6 the child adds, subtracts, multiplies and divides signed integers and signed halves, picking each result from three. Two inverse properties are asked directly: a number plus its opposite ('7 + (−7) = ?') and a fraction times its reciprocal ('What number do you multiply −3/4 by to get 1?'). The child also rewrites p − q as p + (−q). Items are in English and Spanish. Held PARTIAL. No item asks the child to use the commutative, associative or distributive property as a strategy for a computation, such as regrouping −3.5 + 8 + 3.5. The explanations teach sign rules, not properties. 'Fluently' has no timed or all-cases evidence. No Integers item computes with two signed fractions, and every signed decimal ends in .5 with a whole-number answer. Not practiced: 'Apply properties of operations as strategies to fluently add, subtract, multiply, and divide rational numbers.' (18OCT2026 Arkansas build) Blocking clause: Apply properties of operations as strategies to fluently |
| 7.NCC.7 | PARTIAL | percentsSaplingQ L8 incl. percentAppsQ (tax then total, tip then total, percent decrease/increase); rationalStructureQ form 0 (temperature rise and fall, integers L5-L7) Picked from three: 'A $60 purchase carries 15% tax. What is the total?' ($69); 'The restaurant bill is $40 and you leave a 15% tip. How much do you pay IN TOTAL?' ($46); 'A price falls from $80 to $60. What is the percent decrease?' (25%); 'The temperature rose 9° in the morning and fell 9° in the afternoon. What was the total change?' (0°). ▶ Play a live item from this skill |
At Percents Level 8 the child solves two-step money problems that end in an addition or start with a subtraction, choosing from three. These are tax added to a price, a tip added to a bill, and a percent decrease or increase found from the change (old minus new, then divided by old). Every price, tax, tip and change is a positive whole number of dollars. At Integers Levels 5-7, the only real-world addition is a temperature that rises and falls by the same amount, for a total of 0°. Items are in English and Spanish. Held PARTIAL. Arkansas asks for addition and subtraction 'with rational numbers in any form' in multi-step problems. No Percents Level 8 or Integers problem adds or subtracts negative numbers, fractions or decimals over several steps. Signed sums and differences appear only as one-step bare items such as '(−8.5) + 2.5 = ?'. Not practiced: 'Use addition and subtraction with rational numbers in any form to solve multi-step problems in real-world and mathematical contexts.' (18OCT2026 Arkansas build) Blocking clause: with rational numbers in any form to solve multi-step problems |
| 7.NCC.8 | PARTIAL | percentsSaplingQ L8 incl. percentAppsQ (simple interest, tax, tip, commission); integersG7Q L7 forms 0-2 (temperature drop, debt split); complexRateQ (ratios L6, typed unit rate) Picked from three: 'You deposit $300 at 4% simple interest per year for 3 years. How much interest do you earn?' ($36); 'A $60 purchase carries 15% tax. What is the total?'; 'A salesperson earns a 5% commission. This month she sold $2000…'; 'The temperature drops 2.5° each hour for 4 hours. What is the total change?' (−10°); '4 friends split a −$28 debt equally. What is each person's share?'. Typed at Ratios Level 6: 'A hiker covers 3/4 of a mile in 2/3 of an hour. What is the unit rate, in miles per hour?' ▶ Play a live item from this skill |
At Percents Level 8 the child multiplies by a percent inside two-step problems, choosing from three. These include simple interest over 2 to 4 years ($300 at 4% for 3 years is $36), tax and tips added to a total, and commission. Every amount is a positive whole number of dollars, and every rate is a whole-number percent. Negative and decimal factors appear at Integers Level 7, but each of those problems takes one step: a temperature that drops 2.5° an hour for 4 hours, or a −$28 debt split among 4 friends. Fractions are divided at Ratios Level 6, where the child types a unit rate such as 3/4 of a mile in 2/3 of an hour, again in one positive step. Items are in English and Spanish. Held PARTIAL. No problem the child solves multiplies or divides negative numbers, fractions or decimals across several steps. Not practiced: 'Use multiplication and division with rational numbers in any form to solve multi-step problems in real-world and mathematical contexts.' (18OCT2026 Arkansas build) Blocking clause: with rational numbers in any form to solve multi-step problems |
| 7.NCC.9 | PARTIAL | orderOpsQ L3 nested form (Grade 5 Order of Operations skill, dedupe 'nested:'; numpad in about 40% of live deals) '(3 × (4 + 5)) − 6 = ?' with whole numbers 2-5 inside and 1-9 subtracted. It is picked from three, and the wrong answers include multiplying before finishing the inner sum ('You multiplied before finishing the INNER parentheses'). In about 40% of live deals it is typed on the number pad. Steps shown: 'Inside out: 4 + 5 = 9; 3 × 9 = 27; 27 − 6 = 21'. |
No grades 6-8 skill asks the child to evaluate an expression with nested grouping symbols. The only such item is in the Grade 5 Order of Operations skill, which grade 7 students can open. At its Level 3, about one item in five is like '(3 × (4 + 5)) − 6 = ?', worked inside out. 'You multiplied before finishing the INNER parentheses' is named on the matching wrong answer. The child picks from three, or types the answer on the number pad in about 40% of live deals. Explanations are in English and Spanish. Because the only evidence is a Grade 5 item, this row is capped at PARTIAL. Every number written in that expression is a whole number from 1 to 9, and every answer is a positive whole number. No item nests grouping symbols around negative numbers, fractions or decimals, and no item uses brackets or braces. The grade 7 Integers items each apply one operation to signed numbers. Not practiced: 'Apply operations with rational numbers' inside nested grouping symbols, because the one nested item uses only positive whole numbers. (18OCT2026 Arkansas build) Blocking clause: Apply operations with rational numbers |
| 7.PR.1 | PARTIAL | ratiosSaplingQ L8 (constant-of-proportionality table, picked); complexRateQ (ratios L6, typed); ratiosSaplingQ L6 kinds 0-1; proportionalGraphQ forms 0-1 (ratios L8, 1 in 3) Picked from three: 'In the proportional table (4, 32), (7, 56), what is the constant of proportionality k?' (wrong choices: the first y, the first x). Typed on the number pad: 'A hiker covers 3/4 of a mile in 2/3 of an hour. What is the unit rate, in miles per hour?'; a train's miles per hour (typed in 6 of 10 live deals, otherwise picked); price per notebook (picked). Over a drawn ticket-cost line through (0, 0): pick y = 2x or y = 3x, and pick what the point (1, 2) means (one ticket costs $2, for example 'buying 1 ticket costs $2'). ▶ Play a live item from this skill |
Arkansas asks the child to determine the unit rate (constant of proportionality) from tables, graphs, equations, diagrams, or verbal descriptions. Tables: at Ratios Level 8, about one question in three, the child picks k from three choices for a table already labeled proportional ('In the proportional table (4, 32), (7, 56), what is the constant of proportionality k?'); the wrong choices are the first y and the first x. Verbal descriptions: at Ratios Level 6 the child types a unit rate from a story such as 'A hiker covers 3/4 of a mile in 2/3 of an hour. What is the unit rate, in miles per hour?' (about one question in four, at least twice per full round), and finds a train's miles per hour (typed in 6 of 10 live deals) or a price per notebook (picked). Graphs: the child picks y = 2x or y = 3x for a drawn ticket-cost line through (0, 0), and picks what the point (1, 2) means, one ticket costs $2 (for example 'buying 1 ticket costs $2'), whose value is printed in the question. Held PARTIAL. No item gives an equation such as y = 4x and asks for its unit rate, and no item uses a diagram (tape diagram or double number line). Graph items use only k = 2 or 3 in one setting (tickets). The train and notebook forms sit at a level that also serves Arkansas grade 6 (6.PR.2). (18OCT2026 Arkansas build) Blocking clause: from tables, graphs, equations, diagrams, or verbal descriptions of proportional relationships |
| 7.PR.2 | FULL | complexRateQ (dealt at ratiosSaplingQ L6, about 1 in 4; LEVEL_EVIDENCE 'ratios:6' floor of 2 'cxrate2' items per full round) Typed on the number pad with the / key: 'A hiker covers 3/4 of a mile in 2/3 of an hour. What is the unit rate, in miles per hour?' (9/8). Contexts: miles per hour, liters per minute, pages per minute; small-gear turns per big-gear turn, cups of juice per cup of water; acres per bag of seed, acres per hour. Printed worksheets turn the pad into three choices. |
Ratios Level 6 deals the complex-fraction unit-rate item in about one question in four, and the level-evidence rule puts at least two in every full round. The child computes the unit rate from a ratio of two fractions and TYPES it on the number pad, for example 'A hiker covers 3/4 of a mile in 2/3 of an hour. What is the unit rate, in miles per hour?' (9/8). When the rate is a fraction the pad adds a / key. About one item in sixteen has a whole-number rate, such as (3/4) ÷ (3/8) = 2, which is typed as a whole number. The ratio is the complex fraction (3/4)/(2/3), and the feedback works it as division by the reciprocal. Every item is set in a real-world context: miles per hour, liters per minute, pages per minute, small-gear turns per big-gear turn, cups of juice per cup of water, acres per bag of seed and acres per hour. Denominators come from 2, 3, 4, 5, 6 and 8 and are never equal, and two in three divisors are non-unit fractions. English and Spanish. Ratios Level 6 also deals Arkansas grade 6 unit pricing and constant speed (6.PR.2); those forms are not counted here. This row rests on the complex-fraction family, which Arkansas 6.PR.3 keeps out of grade 6 ('limited to non-complex fractions'). On printed worksheets the number pad becomes three choices; the FULL rests on live rounds. FULL. (18OCT2026 Arkansas build) |
| 7.PR.3 | PARTIAL | percentsSaplingQ L8 kinds 0-2; percentAppsQ (percents L8, 1 in 3) forms 0-2 Picked from three: 'A $120 purchase carries 15% tax. What is the total?'; 'A price rises from $60 to $75. What is the percent change?'; 'A price falls from $140 to $70. What is the percent decrease?'; 'You deposit $300 at 4% simple interest per year for 3 years. How much interest do you earn?'; a 15% or 20% tip then the total bill; a commission on sales. ▶ Play a live item from this skill |
Percents Level 8 has the child solve multi-step percent problems in real-world settings, picked from three choices: tax then total ('A $120 purchase carries 15% tax. What is the total?'), percent increase ('A price rises from $60 to $75. What is the percent change?') and percent decrease ('A price falls from $140 to $70. What is the percent decrease?'). About one question in three is instead simple interest over 2 to 4 years, a 15% or 20% tip then the total, or a commission on sales. The wrong choices are one-step slips, such as the tax alone. Ratios Levels 5-7 add missing-value ratio tables and recipe scaling, but those levels serve Arkansas grade 6. Held PARTIAL: Arkansas names percent error, and no item in the app asks for a percent error (an estimate or measurement compared with the actual value). Percent-change answers come only from 10, 20, 25 and 50%, every amount is a whole number of dollars, and every item is picked, not typed. (18OCT2026 Arkansas build) Blocking clause: including percent error |
| 7.PR.4 | PARTIAL | ratiosSaplingQ L8 (is-it-proportional table, 1 in 3); proportionalGraphQ form 2 (ratios L8); ratiosSaplingQ L5 kind 1 plot form (grade-6 level) Picked from three: 'Table: (3, 9), (5, 15), (8, 27). Is the relationship proportional?' ('yes — every y is 3 times its x' / 'no — the last pair breaks the constant ratio' / 'it cannot be determined from three pairs'). Over a drawn ticket-cost line: 'Why does the line pass through (0, 0)?' (picked). Grade-6 level: tap a printed equivalent-ratio table's pairs onto a grid, then pick 'the points make a straight line through (0, 0)'. ▶ Play a live item from this skill |
Arkansas asks the child to decide whether two quantities are proportional both by testing equivalent ratios in a table and by graphing on a coordinate plane. Table: at Ratios Level 8, about one question in three, the child judges 'Table: (3, 9), (5, 15), (8, 27). Is the relationship proportional?' from three choices. The answer is given away: 'no — the last pair breaks the constant ratio' is offered only when it is the answer, and otherwise the answer is always 'yes'. Graph: the child never decides from a graph whether a relationship is proportional. The nearest items are a Ratios Level 5 form (a grade-6 level) where the child taps the pairs of an equivalent-ratio table onto a grid and picks 'the points make a straight line through (0, 0)' (every table there is proportional), and the Ratios Level 8 item 'Why does the line pass through (0, 0)?' over a ticket-cost line drawn through the origin. A Writing Coach prompt at Functions Levels 2-4 asks which of y = 3x and y = 3x + 5 is proportional and how the graph shows it; Writing Coach is a district-enabled paid feature and is not counted. PARTIAL. (18OCT2026 Arkansas build) Blocking clause: and by graphing on a coordinate plane |
| 7.PR.5 | NOT COVERED | — | No item compares two proportional relationships given in different forms. The nearest items fall short. At Functions Level 2 (grade 8) the child compares an equation y = mx + b, whose start b is at least 1 and so is not proportional, with a table through (0, 0), and each rate is printed in the answer choices ('B — its rate is 6 per step'). At Functions Level 5 a plotted line is compared with y = mx + b, again with b at least 1. At Equations Level 9 a gym charging a monthly price is compared with one that adds a joining fee, both in words, and only one is proportional. The Ratios Level 6 better buy compares two unit prices, but both packages are given the same way, in words, and both per-ounce prices are printed in the choices. NOT COVERED. (18OCT2026 Arkansas build) Blocking clause: Compare two different proportional relationships represented in different forms. |
| 7.PR.6 | PARTIAL | twoVarRelationQ form 0 typed twovar:write (equationsSaplingQ L6, about 1 in 12 live); proportionalGraphQ forms 0 and 3 (ratios L8); twoVarRelationQ forms 0 and 2 MC (equations L6) Typed: 'The table shows distance d for hours t. Write d in terms of t (d = …).' (d = 7t or d = t + 4). Picked from three: 'The graph shows the cost y of x tickets. Which equation gives the relationship?' (y = 2x); 'Each pencil costs $8. Which equation gives the total cost t of n pencils?' (t = 8n). Picked from four: the equation for a table or for a graph of three plotted points. |
From a table, the child types the equation: at Equations Level 6, about one live item in twelve, 'The table shows distance d for hours t. Write d in terms of t (d = …).' Half of these tables are proportional (d = 7t, the y = mx form) and half are additive (d = t + 4). From a graph, the child picks y = 2x or y = 3x for a drawn ticket-cost line through (0, 0) (Ratios Level 8), or picks d = kt from three plotted points (Equations Level 6). From words, the child picks t = 8n for 'Each pencil costs $8. Which equation gives the total cost t of n pencils?' (Ratios Level 8). Held PARTIAL. Creating an equation from a verbal description or a graph is only a choice among three or four equations. The one typed form sits at a level that also serves Arkansas grade 6 (Equations Level 6 also deals the grade-6 'which value from the set makes the equation true' items) and has no evidence floor, so a child can finish the level without meeting it. (18OCT2026 Arkansas build) Blocking clause: Create equations in the form of y=mx from ... verbal descriptions, or graphs |
| 7.PR.7 | PARTIAL | proportionalGraphQ forms 1-2 (ratiosSaplingQ L8, 1 in 3); functionsQ L5 form 2 Over a drawn ticket-cost line y = kx through (0, 0), picked from three, each item in one of three wordings: 'What does the point (1, 2) mean?' (for example 'buying 1 ticket costs $2' / '$1 buys 2 tickets' / 'the price before buying a ticket is $2'); 'Why does the line pass through (0, 0)?' (for example 'for zero tickets you pay zero dollars' / 'any graph of costs begins at $0' / 'tickets cost the most dollars there'). Grade 8: plot (0, 0), (1, k), (2, 2k), (3, 3k), then pick what (1, k) tells, for example 'the unit rate: y grows by k when x grows by 1'. |
At Ratios Level 8 (each form about one question in twelve) the child reads a drawn ticket-cost line y = kx through (0, 0) and picks what a point means. For (1, 2) the key says one ticket costs $2 (for example 'buying 1 ticket costs $2'), beside the swapped rate ('$1 buys 2 tickets') and a starting cost ('the price before buying a ticket is $2'). For the origin, 'Why does the line pass through (0, 0)?', the key says zero tickets cost zero (for example 'for zero tickets you pay zero dollars'), beside 'any graph of costs begins at $0' and 'tickets cost the most dollars there'. At Functions Level 5 (grade 8) the child plots (0, 0), (1, k), (2, 2k) and (3, 3k) and picks the unit rate for the point (1, k), for example 'the unit rate: y grows by k when x grows by 1'. Held PARTIAL. Arkansas's verb is explain, and the child only picks a meaning. No item asks what a general point (x, y), such as (4, 8), means in the situation; only (0, 0) and (1, r) are read, and only in the ticket setting with r = 2 or 3. With Writing Coach on (a district-enabled paid feature, not counted), Ratios Level 8 also asks the child to explain the slope of a proportional graph through (0, 0) and (4, 10) as a unit rate. (18OCT2026 Arkansas build) Blocking clause: explain the meaning of a point (x, y) on the graph |
| 7.ALG.1 | PARTIAL | expressionsG7Q (expressions L5) forms 0-4; expressionContextQ forms 0-1 (equations L7) Picked from three (four for the add item): factor −3x − 12 → −3(x + 4); expand −(x − 5) → −x + 5; expand (1/2)(6x + 8) or 0.5(6x + 8) → 3x + 4; combine 4x − 7x → −3x; add (2.5x + 3) + (1.5x − 5) → 5x − 2. Equations L7: pick 0.75p for what you pay after 25% off a price p; pick what a + 0.05a = 1.05a reveals. ▶ Play a live item from this skill |
At Expressions Level 5 the child picks the equivalent form from three or four choices in five item types: factor −3x − 12 into −3(x + 4); expand −(x − 5); expand (1/2)(6x + 8) or 0.5(6x + 8); combine 4x − 7x to a negative coefficient; and add (2.5x + 3) + (1.5x − 5). Rational coefficients appear only in the expand and add items. The factor and combine items use whole numbers, and no item subtracts one expression from another. The only real-world settings are two price items at Equations Level 7: the child picks 0.75p as what you pay after 25% off a price p, and picks what a + 0.05a = 1.05a reveals ('raising by 5% is the same as multiplying by 1.05'). Held PARTIAL. Arkansas asks the child to generate and justify equivalent expressions. At this grade the child never types an expression and never justifies one; the reasoning appears only in the explanation shown after the answer. (18OCT2026 Arkansas build) Blocking clause: Generate and justify equivalent expressions |
| 7.ALG.2 | PARTIAL | equationsSaplingQ L7 (typed eqwrite:rental, typed eqsolve px + q = r, MC solve); pxqWordProblemQ forms 0-3 (typed pxqwrite rect/movies); pxqEquationQ (MC); LEVEL_EVIDENCE 'equations:7' Typed: 'Skate rental costs a flat $4 plus $1.50 per hour. You paid $13. Write the equation for the hours h.' (1.5h + 4 = 13); 'A rectangle's perimeter is 30 cm and its length is 8 cm. Write an equation for the width w.' (2(w + 8) = 30); a movie-ticket p(t + q) = r; 'Solve 4x + 3 = 23. Write x = …'. Picked from three: solutions of bare px + q = r and p(x ± q) = r; perimeter, ticket and rental word problems; Maya's arithmetic beside Leo's algebra. ▶ Play a live item from this skill |
At Equations Level 7 the child models two-step situations by typing the equation: a skate rental (1.5h + 4 = 13; about half use half-dollar rates), a rectangle perimeter (2(w + 8) = 30) and a movie-ticket story (3(t + 2) = 21). The child types the solution of a bare px + q = r ('Solve 4x + 3 = 23. Write x = …', with negative solutions too) in about one live item in ten, and picks the solution of bare p(x ± q) = r. Perimeter, ticket and rental word problems are solved by choosing from three. Held PARTIAL. 'Solve fluently' has no timed or all-cases evidence. No single item has the child model a situation and then solve that equation, and every real-world problem the child solves is answered by choice with whole numbers. With Writing Coach on (a district-enabled paid feature, not counted), the child explains what a solution means in a ticket story. (18OCT2026 Arkansas build) Blocking clause: Model and solve fluently |
| 7.ALG.3 | PARTIAL | inequalitiesG7Q (inequalities L4): typed ineqwrite2 gym; ray graph (raysolve); typed ineqsolve; ineqSolve2x2 MC Typed: 'A gym charges a $20 signup fee plus $8 a month. You can spend at most $68. Write an inequality for the months m you can afford.' (8m + 20 ≤ 68). 'Solve 3x + 4 > 19. Write the solution (x > …).' Built on a number line: 'Solve 3x + 4 ≤ 19 and graph the solution set' (boundary, open or closed circle, direction; >, ≥, < or ≤). Picked from four: 'Solve: −3x + 4 > 19' (the sign flip). ▶ Play a live item from this skill |
At Inequalities Level 4 the child creates, solves and graphs two-step inequalities, but never all three in one problem. Create: in about three live items in ten the child types the inequality for a gym budget, 'A gym charges a $20 signup fee plus $8 a month. You can spend at most $68. Write an inequality for the months m you can afford.' (8m + 20 ≤ 68). Solve: the child types the solution of a bare px + q > r (x > …), or picks it from four choices where a negative p forces the sign flip. Graph: the child solves a bare px + q > r, ≥ r, < r or ≤ r and builds the solution on a number line by setting the boundary, an open or closed circle and the direction. Held PARTIAL. The gym inequality is never solved or graphed, and no real-world inequality is solved, so the real-world half is creation only, and only with ≤. At this level the px − q forms never appear: every two-step inequality is px + q. Every boundary is an integer. With Writing Coach on (a district-enabled paid feature, not counted), the child explains what an inequality's solution means for a ride budget. (18OCT2026 Arkansas build) Blocking clause: in real-world and mathematical problems in the forms px±q>r, px±q<r, px±q≥r, and px±q≤r |
| 7.ALG.4 | PARTIAL | twoVarRelationQ form 0 typed twovar:write (equationsSaplingQ L6, isolate d, about 1 in 12 live); equationsSaplingQ L6 dependent-variable MC Typed: 'The table shows distance d for hours t. Write d in terms of t (d = …).' over a four-row t | d table (d = 7t or d = t + 4; t = d ÷ 7 refused). Picked from three: 'A car drives at a steady 60 mph. Which is the DEPENDENT variable?' (also apples at $2 a pound, $15 a lawn). |
At Equations Level 6, about one live item in twelve, the child types the equation from a four-row distance-time table: 'The table shows distance d for hours t. Write d in terms of t (d = …).' The checker requires d alone on one side, so t = d ÷ 7 is refused. Half the tables multiply (d = 7t) and half add (d = t + 4). Elsewhere at that level the child picks the dependent variable in three worded situations ('A car drives at a steady 60 mph. Which is the DEPENDENT variable?'), and picks the equation for a table or a graph. Held PARTIAL. The prompt always says which letter goes alone ('d in terms of t'), so the child never decides which quantity is dependent and which is independent while writing, and distance against hours is the only setting with letters. The typed form sits at a level that also serves Arkansas grade 6 (6.ALG.6, substitution from a set) and has no evidence floor, so a child can finish the level without meeting it. (18OCT2026 Arkansas build) Blocking clause: in terms of the dependent and independent variables |
| 7.ALG.5 | PARTIAL | twoVarRelationQ forms 0-2 MC (equationsSaplingQ L6, half the level) Picked from four: 'The table shows distance d for hours t. Which equation shows the relationship?' (each wrong equation named by the row it misses); 'The graph shows distance d (y-axis) for hours t (x-axis). Which equation shows the relationship?' over three plotted points at t = 1, 2, 3. Picked from three: 'Using the relationship, what is d when t = 6?'. |
At Equations Level 6 the child works with one distance-time relationship in a table and on a graph. From a four-row table of hours t and miles d, the child picks the matching equation from four (each wrong one is named by the row it misses), or uses the table's rule to pick d at t = 5, 6 or 7. From a graph of three plotted points at t = 1, 2 and 3, the child picks the equation from four. Held PARTIAL. Arkansas's verb is describe, and the child only picks. The graph is never related to the table, no value is read off the graph, and distance against hours is the only setting. The level also serves Arkansas grade 6 (6.ALG.6, substitution from a set). (18OCT2026 Arkansas build) Blocking clause: Describe the relationship between the dependent and independent variables in an equation using tables and graphs |
| 7.GM.1 | NOT COVERED | — | No grades 6-8 item asks how a circle's circumference relates to its diameter. The only circle items are at Geometry Level 9, about one draw in four. Each gives a radius from 3 to 9 and asks for the circumference or the area in terms of π, picked from three ('A circle has radius 7. What is its circumference, in terms of π?' → 14π). The feedback states C = 2πr. No item gives a diameter or asks for the ratio of circumference to diameter. None names π as that constant ratio or asks the child to describe circumference as proportional to diameter. In the app's lesson generators, the word 'diameter' appears only in the feedback for a cylinder cross-section and in a lower-grade fraction-cutting widget. The nearest Arizona row, 7.G.B.4 (PARTIAL), is about using the area and circumference formulas, and Arkansas places that in 7.GM.2. NOT COVERED. (18OCT2026 Arkansas build) Blocking clause: Describe the proportional relationship between the circumference and diameter of a circle. |
| 7.GM.2 | PARTIAL | geometrySaplingQ L9 form 0 (circle) and L9 cylinder surface area; geometrySaplingQ L8 soup can (grade-6 level) Picked from three, exact in π: 'A circle has radius 7. What is its circumference, in terms of π?' / '… What is its area, in terms of π?' (14π or 49π against the other formula's answer and 7π; radius 3-9); 'A cylinder has radius 4 and height 5. What is its surface area, in terms of π? (two lids + the side)'; at Level 8 'A soup can has radius r and height h. What is its surface area, in terms of π?' ▶ Play a live item from this skill |
Geometry Level 9 asks for a circle's circumference or area from its radius (3 to 9) on about one draw in four. The answer is picked from three and is exact in π ('A circle has radius 7. What is its circumference, in terms of π?' → 14π). The wrong choices are the other formula's answer and 7π. On another one draw in four, the same level asks for a cylinder's surface area in terms of π, built from two lids of πr² and an unrolled side of 2πr × h. Those are mathematical problems solved with both circle formulas. English and Spanish. Real-world problems: the only one is the soup can ('A soup can has radius r and height h. What is its surface area, in terms of π?'). It sits at Geometry Level 8, which also serves the grade-6 nets and surface-area standards. No Level 9 circle item has a real-world setting. Other limits: every item gives the radius, never the diameter, and no item works backward from a circumference or an area. The Arizona twin 7.G.B.4 is PARTIAL on its informal-derivation clause, which Arkansas does not include. Here the gap is the real-world half. PARTIAL. (18OCT2026 Arkansas build) Blocking clause: to solve real-world ... problems |
| 7.GM.3 | PARTIAL | volumeSaplingQ L4-L5 and geometrySaplingQ L8 (grade-6 levels); volumeG8Q kind 3 (volume L6); g8GeomKnowledgeQ form 3 (geometry L10) Picked from three: 'A right rectangular prism measures 4 × 3 × 2.5 units. What is its volume?' (Volume L4); 'A prism's base has area B = 12 cm² and its height is 3.5 cm. Use V = Bh. What is the volume?' (L5; in interactive rounds the volume is typed on the number pad instead, 'What is the volume, in cubic centimeters?'); 'A rectangular prism's net has 3×5, 3×4, and 5×4 rectangles — two of each. What is the surface area?' (Geometry L8); 'A pyramid has a 3 by 4 rectangular base and height 6. What is its volume?' (Volume L6); 'A square pyramid has base side 6 and slant height 8. What is its surface area? (SA = B + ½Pl)' (Geometry L10). ▶ Play a live item: level 4 · level 5 |
Each formula is applied by choosing from three, except V = Bh, whose volume interactive rounds have the child type on the number pad; none of the items sits at a grade-7 level. Right rectangular prisms: volume with a half-unit edge ('A right rectangular prism measures 4 × 3 × 2.5 units. What is its volume?', Volume Level 4), V = Bh from a given base area (Level 5), and surface area from a described net (Geometry Level 8). Those levels also serve the grade-6 volume and net standards (Arkansas 6.GM.2 and 6.GM.3). Rectangular pyramids: volume at Volume Level 6 ('A pyramid has a 3 by 4 rectangular base and height 6. What is its volume?', about three draws in sixteen). Surface area appears only for a square pyramid, with the formula printed in the prompt ('SA = B + ½Pl', Geometry Level 10, about one draw in fifteen). Both are grade-8 levels. English and Spanish. Not practiced: no item names a triangular prism or a triangular pyramid, so their volume and surface area are never found. The V = Bh item names no base shape. None of these items is set in a real-world context. PARTIAL. (18OCT2026 Arkansas build) Blocking clause: triangular prisms, and triangular pyramids to solve real-world and mathematical problems |
| 7.GM.4 | PARTIAL | crossSectionQ SLICES branch (volumeG8Q, volume L6) 'You slice a cylinder with a plane straight down through its center (perpendicular to the base). What shape is the cross-section?' (pick a rectangle from three); five fixed cases: box parallel (rectangle), cylinder parallel (circle) and perpendicular (rectangle), square pyramid parallel (smaller square) and through the apex (triangle). English and Spanish. |
Volume Level 6 asks for the shape of a slice on about one draw in six, in English and Spanish, and the child picks the shape's name from three. There are five fixed cases. A rectangular prism (a box) sliced parallel to its base gives a rectangle. A cylinder sliced parallel to its base gives a circle, and sliced straight down through its center, perpendicular to the base, gives a rectangle. A square pyramid is sliced both ways (a smaller square, a triangle). The cylinder is sliced in both directions Arkansas names. Not practiced: the right rectangular prism is never sliced perpendicular to its base, and no triangular prism appears. So of Arkansas's three listed figures, one is half done and one is missing. 'Describe' is served by picking a name, and no solid or slice is drawn. Volume Level 6 is the grade-8 cylinder, cone and sphere level. Its pyramid cases belong to Arkansas 8.GM.2. The Arizona twin 7.G.A.3 is PARTIAL on the same five cases. PARTIAL. (18OCT2026 Arkansas build) Blocking clause: parallel and perpendicular to the base [right rectangular prisms: perpendicular]; triangular prisms |
| 7.GM.5 | PARTIAL | geometrySaplingQ L9 form 1 (angle pairs) Typed in interactive rounds: 'Two angles are supplementary. One measures 65°. Write an equation for the other angle m.' (m + 65 = 180) or 'Solve m + 65 = 180 for the other angle. Write m = …'; otherwise picked from three: 'Two lines cross. One angle measures 65°. What is its VERTICAL (opposite) angle?' or the supplement. One step, words only, no figure. ▶ Play a live item from this skill |
Geometry Level 9 deals angle pairs on about one draw in four, in English and Spanish. In interactive rounds the child may type the equation for an unknown supplementary or complementary angle ('Two angles are supplementary. One measures 65°. Write an equation for the other angle m.' → m + 65 = 180), or type its solution (m = 115). Otherwise, and always on printed sheets, the child picks a supplement or a vertical angle from three ('Two lines cross. One angle measures 65°. What is its VERTICAL (opposite) angle?'). Each item is one step, stated in words, with no figure. Not practiced: 'multi-step problems'. No grades 6-8 angle item names adjacent angles. No item has the child solve 'for an unknown angle in a figure'. The nearest two-step angle item is a grade-8 one (Geometry Level 10, about one draw in fifteen): an exterior angle from two interior angles, picked from three, with no figure. The Arizona twin 7.G.B.5 is PARTIAL on the same items. PARTIAL. (18OCT2026 Arkansas build) Blocking clause: Solve multi-step problems; adjacent angles; solving for an unknown angle in a figure |
| 7.GM.6 | PARTIAL | geometrySaplingQ L9 (scale-map form) 'On a map, 1 cm represents 5 km. Two towns sit 7 cm apart on the map. Real distance?' (pick 35 km from 35 km, 7 km, 12 km); scale 1 cm to 2-7 km, map distance 3-11 cm. English and Spanish. ▶ Play a live item from this skill |
Geometry Level 9 deals one scale item, on about one draw in four: 'On a map, 1 cm represents 5 km. Two towns sit 7 cm apart on the map. Real distance?' The scale runs from 1 cm to 2 km up to 1 cm to 7 km, and the map distance is 3-11 cm. The child picks the real distance from three choices: the product, the map distance and the sum. That is computing an actual length from a scale, though the map is described in words and no drawing is shown. English and Spanish. Not practiced: 'Calculate the scale factor'. No item asks for the scale factor of a drawing. A grade-8 similar-triangles item (Coordinate Grid Level 6) asks for a missing side and names the scale factor only in its feedback. Also not practiced: 'reproduce a scale drawing using another scale'. No item has the child redraw or rescale a drawing. The Arizona twin 7.G.A.1 is PARTIAL on the same item. PARTIAL. (18OCT2026 Arkansas build) Blocking clause: Calculate the scale factor ... and reproduce a scale drawing using another scale |
| 7.SP.1 | PARTIAL | statisticsDisplayQ (statistics L5): boxStemQ box-plot reading; histogram reading Drawn box plot (quiz scores, laps run, pages read, minutes practiced): 'The box plot summarizes pages read. What is the MEDIAN / RANGE / interquartile range (IQR)?' or 'What share of the data lives INSIDE the box?' (about half), picked from three. Drawn three-bar histogram of minutes practiced (0–9, 10–19, 20–29): 'Which interval holds the MOST students?' or 'How many students IN TOTAL does the histogram show?', picked from three. |
Every histogram and box-plot item sits at Data & Statistics Level 5, the grade-6 data-display level, which also serves Arkansas 6.SP.7-6.SP.9. So this grade-7 row has no grade-7 evidence of its own. Box plots: the child reads a drawn box plot (quiz scores, laps run, pages read or minutes practiced). From three choices the child picks its median, range or interquartile range, or what share of the data lies inside the box ('about half'). That is about one Level 5 draw in ten. Histograms: the child reads a drawn three-bar histogram of minutes practiced (0–9, 10–19, 20–29) and picks which interval holds the most students, or the total. That is about one draw in seven. English and Spanish. Limits: the histogram asks only 'most' and 'total' (the tallest bar stands over any of the three intervals, so the 'most' item needs the bars read). No histogram item asks about any part of the data other than the tallest bar or the whole. The Arizona row 6.SP.B.4 (PARTIAL) rests on the same Level 5 reading items. PARTIAL. (18OCT2026 Arkansas build) Blocking clause: Interpret data displayed in a histogram ... to answer questions about the data |
| 7.SP.2 | PARTIAL | circleGraphQ (statisticsDisplayQ, statistics L5) kinds 0-2; statisticsDisplayQ circle-graph build (PieBuild, interactive rounds) Read, picked from three: a drawn percent-labeled circle graph ('The circle graph shows how a class voted on a mascot. Which category is the LARGEST?'; 'What share of the whole is Fox (25%)?' → one quarter; '… for a total of 40. How many does Owl (50%) stand for?'). Build: '12 students voted for a class pet: Owl 6, Fox 4, Turtle 2. Build the circle graph — tap the wedges to color them.' (12 equal wedges, scored on each category's count). |
Circle graphs are read and built at Data & Statistics Level 5, the grade-6 data-display level, so this grade-7 row rests on a level that also serves grade-6 standards. Interpret: a drawn three-slice circle graph is labeled in percents (a class mascot vote, an afternoon's screen time or a bake sale's earnings). It asks which category is the LARGEST, what share of the whole a slice is ('one quarter' for 25%), or how many a slice stands for out of a total of 20, 40 or 60. Each is picked from three, on about one Level 5 draw in five or six. Create: in interactive rounds only (about one Level 5 draw in ten), the child builds the circle graph from counts ('12 students voted for a class pet: Owl 6, Fox 4, Turtle 2. Build the circle graph — tap the wedges to color them'). The child colors 12 equal wedges, and each category's count is scored exactly. English and Spanish. Limits: the built graph always has 12 data points on 12 equal wedges. A live tally beside each category shows its count against the target. The child never turns counts into percents or angles. 'Recognize' rests only on reading the largest slice; no item asks the child to recognize categorical data or when a circle graph suits the data. Printed sheets carry only the reading items. Arizona has no grades 6-8 circle-graph standard. PARTIAL. (18OCT2026 Arkansas build) Blocking clause: Recognize, create, and interpret categorical data in a circle graph |
| 7.SP.3 | PARTIAL | twoPopulationsQ forms 2-3 (statistics L6); overlapDotPlotQ (statistics L6, app-drawn); statisticsQ L3 two-group range item (grade 6); statisticsDisplayQ dot-plot builder (L5, one data set) Picked from three: 'Random samples: 8th graders have a median of 152 cm in height, and 6th graders a median of 152 … The range for 8th graders is 18; for 6th graders it is 6. What can you infer about the two populations?' (options cross a typical-value claim with which group varies far more); a same-mean form with modes and ranges; at L3 'Group A: 3, 4, 4, 5. Group B: 1, 3, 8, 12. Which statement is true?' (B is more spread out — its range is larger). The app draws two samples on one axis for the overlap and MAD-multiple items; the child builds only a single dot plot from a list (L5). |
No grades 6-8 item has the child graph two data sets. The only plot of a single numerical data set that the child builds is a dot plot from one listed data set (Data & Statistics Level 5, the grade-6 level, interactive rounds). The app's other builders, a circle graph at Level 5 and a scatter plot of paired values at Level 8, also show one data set. Two data sets are graphed together only by the app. At Level 6, two eight-value samples are drawn as stacked dot plots on one axis, and the child judges their overlap or how many MADs apart their means are. Both samples always have the same spread, so their variability is not compared. Comparing variability is practiced by choosing from three. At Level 6 two random samples' ranges are printed, one three times the other. The options cross a claim about the typical value with a claim about which group 'varies far more', and a second form sets equal means beside modes and ranges. At Level 3 (grade 6) the child picks which of two four-value groups is more spread out ('its range is larger'). English and Spanish. Interquartile range and mean absolute deviation appear in the Level 6 inference items but are always equal for the two groups, so no item compares two data sets by IQR or MAD. Not practiced: 'Graph two numerical data sets'. The nearest Arizona row, 7.SP.B.3, assumes similar variabilities rather than comparing them. PARTIAL. (18OCT2026 Arkansas build) Blocking clause: Graph two numerical data sets |
| 7.SP.4 | PARTIAL | twoPopulationsQ forms 0-3; statisticsSamplingQ team-comparison form (statistics L6; LEVEL_EVIDENCE 'statistics:6' floor) Picked from three: 'Random samples: plants given fertilizer have a mean of 46 cm tall (mean absolute deviation, MAD, 2); plants given none have a mean of 40 (mean absolute deviation, MAD, 2). Can you infer that plants given fertilizer generally have higher values than plants given none?' (also median with IQR); medians beside ranges; equal means beside modes and ranges; 'Team A: mean 24 points per game. Team B: mean 30. Both have a MAD of about 2. Which informal conclusion is valid?' |
Data & Statistics Level 6 has the child draw comparative inferences for two data sets, picked from three. Two random samples are each summarized by a center and a spread printed for both ('Random samples: plants given fertilizer have a mean of 46 cm tall (mean absolute deviation, MAD, 2); plants given none have a mean of 40 (mean absolute deviation, MAD, 2). Can you infer that plants given fertilizer generally have higher values than plants given none?'). The gap is judged against the spread, and 'the bigger center settles it' is wrong in every deal. Other forms set medians beside ranges, equal means beside modes and ranges, and two team means beside a MAD. Every full Level 6 round carries at least two items from the two-group families. English and Spanish. This is the Arizona twin 7.SP.B.4 (FULL). Arkansas adds a first verb: 'Select an appropriate measure(s) of center or variability'. Every comparison item prints the measures to use, already chosen, and no item asks which measure of center or variability suits the two data sets. The 'Which measure of center BEST describes a typical house?' items use a single data set and sit at the grade-6 Levels 3-4. PARTIAL. (18OCT2026 Arkansas build) Blocking clause: Select an appropriate measure(s) of center or variability |
| 7.SP.5 | PARTIAL | statisticsSamplingQ (statistics L6) representative-sample and bias forms Picked from three, six fixed scenarios: 'You want to learn about all students at your school. Which sample is MOST representative?' ('pick 40 student ID numbers at random from the office list' against 'survey the first 40 students to arrive each morning' and another scenario's biased sample); 'To learn about all students at your school, why is the sample "survey the first 40 students to arrive each morning" BIASED?' (early arrivers share habits the whole school does not). English and Spanish. ▶ Play a live item from this skill |
Data & Statistics Level 6 asks about samples in six fixed scenarios, picked from three, in English and Spanish, each form about one Level 6 draw in six. One item asks which sample is MOST representative of a stated population. A typical choice is 'pick 40 student ID numbers at random from the office list' against 'survey the first 40 students to arrive each morning' and another scenario's convenience sample. The other item asks why a named non-random sample is BIASED ('early arrivers share habits the whole school does not'). Held PARTIAL: the child never sorts samples into random and non-random. In the representative item, the right answer is always the only option containing the word 'random' ('at random', 'randomly'), so it can be picked from the wording alone. Every non-random sample is an obvious convenience or self-selected group. No item describes a selection method without saying whether it is random and asks the child to decide. The bias item's two wrong answers are the same two sentences in every deal. The Arizona twin 7.SP.A.1 is PARTIAL for the same wording reasons. (18OCT2026 Arkansas build) Blocking clause: Distinguish between a random and non-random sample. |
| 7.SP.6 | PARTIAL | multiSampleQ forms 0-1 (statisticsSamplingQ, statistics L6); twoPopulationsQ forms 0-1 (statistics L6) Picked from three: 'In a random sample of 30 students, 12 prefer pizza. The school has 400 students. What is the best ESTIMATE of the total who prefer pizza?' (about 160 / 12 / exactly 160); 'Five random samples from the SAME school give these mean sleep hours: 5.6, 5.9, 5.7, 6.0, 5.8. What do the five samples together show?'; two-population inference from random samples with printed center and spread. |
Data & Statistics Level 6 has the child use random-sample results to say something about a population, picked from three. A projection item asks: 'In a random sample of 30 students, 12 prefer pizza. The school has 400 students. What is the best ESTIMATE of the total who prefer pizza?'. A five-sample item lists five random-sample means from one school and asks what they show together: the estimates vary a little, and the true mean sits nearby. Two-population items infer from random samples whether one population generally has higher values, weighing the gap between centers against a printed spread. English and Spanish. Held PARTIAL. The child never takes or uses a random sampling; every sample result is printed. In the projection item the estimate appears in two of the three choices, 'about 160' and 'exactly 160'. So the generalization to the school is decided by the word 'about', and the projected number itself is never tested. The five-sample item marks the same wording correct in every deal. The Arizona twins 7.SP.A.2 and 7.SP.A.1 are PARTIAL. (18OCT2026 Arkansas build) Blocking clause: Use a random sampling of a population to draw ... generalizations of populations |
| 7.SP.7 | PARTIAL | probabilityG7Q L4 kind 0 (marble bag); probabilityG7Q L5 die form and simulation-device form Picked from three: 'You roll a fair 6-sided die. What is P(rolling more than 2)?' (4/6; feedback lists the favorable faces 3, 4, 5, 6); 'A bag holds 3 red marbles and 5 blue ones. What is P(red)?' (3/8 against 3/5 and 5/8); 'You want to simulate a 1-in-4 chance. Which design models it EXACTLY?' (a 4-equal-section spinner against a coin and die evens). English and Spanish. ▶ Play a live item from this skill |
Probability Levels 4-5 have the child find the theoretical probability of a set of outcomes, picked from three, in English and Spanish. A fair die: 'You roll a fair 6-sided die. What is P(rolling more than 2)?' (4/6). Its feedback lists the favorable faces out of six equally likely ones (about one Level 5 draw in three). A marble bag: 'A bag holds 3 red marbles and 5 blue ones. What is P(red)?' (3/8, against the part-to-part 3/5; about one Level 4 draw in three). A Level 5 simulation item asks which device matches a stated chance: a 4-equal-section spinner for 1 in 4, a coin for 1 in 2, one die face for 1 in 6. Not practiced: 'Determine the sample space of a simple experiment'. No item asks the child to list or count the outcomes of one simple experiment. The Level 6 sample-space items are compound experiments, which Arkansas places in 8.SP.4. Of Arkansas's listed experiments, the die and the marble bag are asked. A single fair coin and a fair spinner appear only as devices or wrong options in other items, and no grades 6-8 item uses a deck of cards. The Arizona twin 7.SP.C.7 is PARTIAL. PARTIAL. (18OCT2026 Arkansas build) Blocking clause: Determine the sample space of a simple experiment; tossing a fair coin, spinning a fair spinner ... and selecting a random card from a deck |
| 7.SP.8 | PARTIAL | probabilityG7Q L4 kind 2 (likelihood words) 'The probability of an event is 7/8. Which word describes it?' (unlikely / likely / as likely as not), with fixed probabilities 1/8, 1/10, 7/8, 9/10, 1/2, picked from three. English and Spanish. ▶ Play a live item from this skill |
Probability Level 4 has the child name the likelihood a probability expresses, on about one draw in three: 'The probability of an event is 7/8. Which word describes it?' The choices are unlikely, likely and as likely as not. The probabilities are 1/8 and 1/10 (unlikely), 7/8 and 9/10 (likely) and 1/2 (as likely as not). The feedback places them on the 0-to-1 scale. English and Spanish. This is the Arizona twin 7.SP.C.5 (FULL), whose scale has three words. Arkansas names five descriptors with two endpoints, 'impossible (0)' and 'certain (1)'. No grade-7 item uses either word or a probability of 0 or 1. Those words appear only at the grades 3-5 Chance & Probability Levels 2-3, which sort everyday events into certain, likely, unlikely or impossible ('You will roll a 7 on a normal six-sided die' → impossible) with no number attached. Other limits: the middle word is 'as likely as not' rather than Arkansas's 'neither likely nor unlikely'. The five probabilities are fixed fractions, and the item names no experiment. PARTIAL. (18OCT2026 Arkansas build) Blocking clause: impossible (0); certain (1) |
| 7.SP.9 | PARTIAL | probabilityG7Q L5 k5 0 (experimental probability) 'You flip a coin 50 times and get 18 heads. What is the EXPERIMENTAL probability of heads?' (pick 18/50 against the theoretical 1/2 and 32/50, or a near-miss fraction); flips 40, 50, 60 or 70. English and Spanish. ▶ Play a live item from this skill |
Probability Level 5 asks for an experimental probability on about one draw in three: 'You flip a coin 50 times and get 18 heads. What is the EXPERIMENTAL probability of heads?'. The child picks 18/50 from three choices. The other two are drawn from the theoretical 1/2, the tails fraction 32/50 and a near-miss fraction. The coin is flipped 40, 50, 60 or 70 times. The feedback separates what happened from the theoretical 1/2. English and Spanish. That is determining an experimental probability from given results and stating it as a fraction. Not practiced: 'represent as fractions, decimals, and percents'. The answer is always an unsimplified fraction, and no item writes an experimental probability as a decimal or a percent. The coin is the only experiment, and its results are printed, never collected. The Arizona twin 7.SP.C.6 is PARTIAL. PARTIAL. (18OCT2026 Arkansas build) Blocking clause: represent as fractions, decimals, and percents |
| 7.SP.10 | FULL | probabilityG7Q L4 kind 1 (expected count) 'P(red) = 2/7. If you draw 42 times (replacing each time), about how many red marbles do you expect?' (12), picked from three: the key, the probability's numerator (2), the other color's expected count (30), one possibly swapped for a near miss by the rank balancer. Draws 15-102. English and Spanish. ▶ Play a live item from this skill |
Probability Level 4 asks for an expected count on about one draw in three: 'P(red) = 2/7. If you draw 42 times (replacing each time), about how many red marbles do you expect?' (12). The child multiplies the theoretical probability by the number of draws and picks the count from three. The wrong choices are the probability's numerator and the other color's expected count, and the rank balancer may swap one for a near miss. The number of draws is always a whole multiple of the bag's total, from 15 to 102, and 30 or more in most deals. The feedback stresses 'about': probability predicts the tendency, never the exact count. English and Spanish. The child uses the theoretical probability of an event in a simple experiment (a marble drawn with replacement) to predict how many times it will occur over many trials, as the Arkansas statement asks. Limits: the probability is printed rather than worked out from the bag, the marble bag is the only experiment, and the answer is picked, not typed. The Arizona twin 7.SP.C.6 is PARTIAL only on its collect-data clause, which Arkansas places in 7.SP.9. FULL. (18OCT2026 Arkansas build) |
| Code | Verdict | Evidence (generator · forms) | Notes |
|---|---|---|---|
| 8.NCC.1 | PARTIAL | irrationalsQ L1 (which-is-irrational, why-is-√perfect-rational; repeatingToFractionQ / delayedRepeatQ / whyRationalsRepeatQ 1 in 3 at L1, LEVEL_EVIDENCE floor 2); rootsSciNotationQ form 0 typed ∛ representation (expressions L6, about 1 in 180) Picked from three: 'Which of these numbers is IRRATIONAL?' (√11, against √16 and one of 0.75, 1/3, 0.2); 'Why is √9 RATIONAL?' ('because its value is precisely 3', against 'because any square root is whole' and 'because it is certainly under 10'); 'Write 0.1818… (the block 18 repeats) as a fraction'; 'Write 0.1666… (only the 6 repeats) as a fraction'; 'what is the MOST digits the repeating block of 3/7 can have?'; 'Which block repeats forever?' from a remainder trail. Rarely, typed: 'A cube's volume is 30. Solve x³ = 30: it is not a whole number, so write the edge x using the cube-root symbol' (∛30). ▶ Play a live item from this skill |
At Rational & Irrational Level 1 the child sorts numbers by choosing from three. In 'Which of these numbers is IRRATIONAL?' the answer is the square root of a non-perfect square (√2 to √20). The other options are the square root of a perfect square and a rational decimal or fraction (0.75, 1/3 or 0.2). In 'Why is √9 RATIONAL?' the answer is 'because its value is precisely 3', against 'because any square root is whole'. About one Level 1 item in three, and at least two in every full round, work with the decimal expansions of rational numbers. The child writes 0.1818… or 0.1666… as a fraction, finds the most digits a repeating block can have, or reads the repeating block off a long-division remainder trail. Items are in English and Spanish. Square roots of nonperfect squares and the decimal expansions of rational numbers are practiced, by choice. Held PARTIAL. The child never describes these relationships, because every answer is picked. No item shows an irrational number as a decimal that never ends and never repeats and asks the child to classify it. That rule appears only in explanations after an answer. No item classifies a cube root of a nonperfect cube as rational or irrational. The only such cube root is a rare Expressions Level 6 item where the child types ∛30 as the edge of a cube with volume 30, and the prompt itself says the answer is not a whole number. Not practiced: 'Describe relationships in the real number system (rational and irrational)', 'decimal expansion for … irrational numbers', and 'cube roots of nonperfect cubes'. (18OCT2026 Arkansas build) Blocking clause: Describe relationships in the real number system (rational and irrational) ... decimal expansion for ... irrational numbers ... cube roots of nonperfect cubes |
| 8.NCC.2 | PARTIAL | irrationalsQ L2-L3 Picked from three. Level 2: 'Between which two consecutive integers does √11 sit?' (3 and 4, against neighbouring pairs dealt above and below). Level 3: 'Which integer is √11 CLOSER to?' (3, explained by comparing 11 with 3.5² = 12.25). √n with n from 2 to 20, non-perfect. ▶ Play a live item: level 2 · level 3 |
At Rational & Irrational Level 2 the child picks the two consecutive integers a square root sits between ('Between which two consecutive integers does √11 sit?'). The explanation boxes 11 between 3² = 9 and 4² = 16. At Level 3 the child picks the integer the root is closer to, and the explanation compares 11 with 3.5² = 12.25. So the child finds rational approximations of square roots, to the nearest whole number. Items are in English and Spanish, and every answer is picked. Held PARTIAL. Every comparison is a square root against an integer. No item asks which of two irrational numbers is larger, such as √7 or √10, and π does not appear in these items. No item places an irrational number on a drawn number line, and no estimate goes past the nearest whole number. Not practiced: 'Compare the size of irrational numbers and locate them on a number line'. (18OCT2026 Arkansas build) Blocking clause: Compare the size of irrational numbers and locate them on a number line |
| 8.NCC.3 | PARTIAL | expressionsG8Q kind 2 (expressions L6, product of powers, about 1 in 9); rootsSciNotationQ form 2 (multiply in scientific notation); sciTimesAndUnitsQ how-many-times (quotient of powers of ten) Picked from three: '4^2 × 4^5 = ?' (4^7; wrong answers drawn from named slips 4^10, 16^7, 16^10, 4^3); '(3 × 10^4) × (2 × 10^3) = ?' (6 × 10^7); how-many-times items that divide powers of ten by subtracting exponents, some negative (a sand grain at 10^-4 m against a bacterium at 10^-6 m). ▶ Play a live item from this skill |
About one Expressions Level 6 item in nine shows a product of powers with the same base, such as 4^2 × 4^5, and the child picks 4^7 from three. The wrong answers come from named slips: multiplying the exponents, squaring the base, both at once, or subtracting the exponents. The same product rule runs inside scientific notation, where (3 × 10^4) × (2 × 10^3) is picked as 6 × 10^7. The how-many-times items divide powers of ten by subtracting exponents, some of them negative. Items are in English and Spanish. So the product property is practiced for bases 2 to 7, and the quotient property only for powers of ten. Held PARTIAL. No item applies the power-of-a-power property, a zero exponent, or a negative exponent rewritten as a reciprocal (such as 3^-2 = 1/9) to produce an equivalent expression. The power-of-a-power rule appears only in the note on a wrong answer. The child always picks the equivalent expression and never writes one. Not practiced in full: 'apply the properties of integer exponents to generate equivalent numerical expressions'. (18OCT2026 Arkansas build) Blocking clause: apply the properties of integer exponents to generate equivalent numerical expressions |
| 8.NCC.4 | PARTIAL | expressionsG8Q kind 0 (expressions L6, very large numbers, about 1 in 9); sciSmallUnitsQ form 0 (expressions L6, very small numbers, about 1 in 18) Picked from three: 'Write 4,500,000 in scientific notation.' (4.5 × 10^6, against an exponent off by one and the format-rule foil 45 × 10^5; numbers from 10^6 to 10^11); 'Write 0.00045 in scientific notation.' (4.5 × 10^-4, against exponent slips including the sign slip 4.5 × 10^4; numbers from 10^-3 to 10^-6). ▶ Play a live item from this skill |
At Expressions Level 6 the child turns very large numbers (10^6 to 10^11, such as 4,500,000) and very small numbers (10^-3 to 10^-6, such as 0.00045) into scientific notation, using positive and negative exponents. Each is chosen from three. The wrong answers are an exponent one off, a front number outside 1 to 10 (45 × 10^5), and, for small numbers, the positive-exponent sign slip. Large numbers come up in about one Level 6 item in nine and small numbers in about one in eighteen. Items are in English and Spanish. Held PARTIAL because Arkansas's verb is 'Write', and the child only picks. No item has the child type or build a number in scientific notation. Not practiced as written: 'Write very large and very small numbers in scientific notation'. (18OCT2026 Arkansas build) Blocking clause: Write very large and very small numbers in scientific notation |
| 8.NCC.5 | PARTIAL | sciTimesAndUnitsQ how-many-times (expressions L6, about 1 in 12); rootsSciNotationQ form 3 'cells' context (expressions L6) Picked from three: 'One country has about 6 × 10^8 people; a city in it has about 2 × 10^5. About how many times as many people does the country have?' (3 × 10^3). Also a lake and a pool, a library and a book, a sand grain and a bacterium (10^-4 against 10^-6 m), a hair and a virus, and a forest and a tree. A front quotient below 1 is regrouped (2 ÷ 4 = 0.5 becomes 5 × 10^(gap − 1)). Separately: body cells 3 × 10^13 against 3 × 10^2 students ('about 10^11 times more'). |
At Expressions Level 6 the child compares two quantities given in scientific notation and picks how many times as large one is, from three. For example, 'One country has about 6 × 10^8 people; a city in it has about 2 × 10^5' is answered 3 × 10^3. The six settings include very small quantities with negative exponents (a hair against a virus). The front numbers are unequal, so they must be divided as well as the exponents subtracted, and a front quotient below 1 has to be regrouped. Items are in English and Spanish. Held PARTIAL. Every question asks how many times as many, as much or as wide the larger quantity is. No item asks how many times smaller one number is than the other. Every comparison is set in a real-world context, and no bare mathematical comparison of two numbers in scientific notation is asked. Every answer is picked. Not practiced: 'how many times … smaller one number is than the other' and 'using … mathematical problems'. (18OCT2026 Arkansas build) Blocking clause: how many times ... smaller one number is than the other, using ... mathematical problems |
| 8.NCC.6 | PARTIAL | rootsSciNotationQ forms 2-3 (expressions L6); sciTimesAndUnitsQ (re-express in a unit; how-many-times); sciSmallUnitsQ form 2 (calculator E-notation) Picked from three: '(3 × 10^4) × (2 × 10^3) = ?' (6 × 10^7); how many times as many people a country of 6 × 10^8 has as a city of 2 × 10^5 (3 × 10^3); 'A river carries about 4 × 10^7 liters a day. One megaliter is 10^6 liters. What is that measurement in megaliters?' (40 megaliters); 'A calculator shows 4.7E−5. What number is that?' (0.000047); 'The Sun sits about 1.5 × 10^8 km from Earth. Written out, that distance is:' (150,000,000 km). ▶ Play a live item from this skill |
At Expressions Level 6 the child multiplies in scientific notation as a bare problem ('(3 × 10^4) × (2 × 10^3) = ?', picked as 6 × 10^7) and divides in real-world comparisons, such as how many times as many people a country has as a city. The child also re-expresses a measurement in a chosen unit, dividing by the unit's power of ten: a river's 4 × 10^7 liters becomes 40 megaliters, an answer in standard form. Separate items convert one number between notations: a calculator's 4.7E−5 read as 0.000047, and the Sun's 1.5 × 10^8 km written out. Items are in English and Spanish, and every answer is picked from three. Held PARTIAL. No item adds or subtracts numbers in scientific notation. No operation combines a number written in standard form with one written in scientific notation, such as 3,000,000 × (2 × 10^4). Moving between the two notations happens only in one-number conversion items. Not practiced: 'performing operations with numbers written in standard and scientific notation'. (18OCT2026 Arkansas build) Blocking clause: performing operations with numbers written in standard and scientific notation |
| 8.NCC.7 | PARTIAL | rootsSciNotationQ forms 0-1 (expressions L6): typed or picked x² = p and x³ = p solves; typed radical-representation item 'A square's area is 49. Solve x² = 49: what is the side length x?' (typed on the number pad in about half of live deals, otherwise picked as 'x = 7'); 'A cube's volume is 64. Solve x³ = 64: what is the edge length x?' (same); p runs over perfect squares 9 to 625 and the cubes 8, 27, 64, 125. Rarely, typed with a root symbol: x² = 50 → √50 or 5√2; x³ = 30 → ∛30. ▶ Play a live item from this skill |
At Expressions Level 6 the child solves x² = p for a square's side (p from 9 to 625) and x³ = p for a cube's edge (p = 8, 27, 64 or 125). In live rounds the answer is typed on the number pad in about half of deals. Otherwise the child picks 'x = r' from three, where halving p or stopping at r² are named wrong answers. Rarely, p is not a perfect square or cube, and the child types the solution with a root symbol (x² = 50 accepts √50 or 5√2; x³ = 30 accepts ∛30). Items are in English and Spanish. Held PARTIAL because every p is a whole number. No equation with a fraction or decimal p, such as x² = 4/9 or x³ = 0.008, is ever dealt. Not practiced: 'where p is a positive rational number'. (18OCT2026 Arkansas build) Blocking clause: where p is a positive rational number |
| 8.NCC.8 | FULL | rootsSciNotationQ form 0 '√p = ?' and form 1 '∛p = ?' (expressions L6, numpad: true, typed in live rounds); the same roots are evaluated again inside the typed x² = p / x³ = p items '√144 = ?' for every perfect square from 9 to 625 (3² to 25²), and '∛64 = ?' for 8, 27, 64 and 125. Both are typed on the number pad in live rounds. Where the item is multiple choice instead (printed worksheets and other plain rounds), the child picks from three. In the app, a wrong answer matching a listed slip gets a check note ('Check: 13 × 13 = 169, not 144'). ▶ Play a live item from this skill |
At Expressions Level 6 the child evaluates square roots of perfect squares and cube roots of perfect cubes by typing the answer on the number pad in live rounds. The square roots are '√144 = ?' for every perfect square from 9 to 625 (3² to 25²). The cube roots are '∛64 = ?' for 8, 27, 64 and 125. Each form is about one Level 6 item in twenty-four. The same roots are evaluated again inside the x² = p and x³ = p items. Where the item is multiple choice instead (printed worksheets and other plain rounds), the child picks from three. In the app, a wrong answer that matches one of the listed slips gets a check note such as 'Check: 13 × 13 = 169, not 144'. Items are in English and Spanish. Arkansas's statement sets no range, and the child produces the value for both kinds of root. Districts should know the dealt ranges: square roots start at √9, and cube roots stop at ∛125 (216 through 1000 never appear). FULL. (18OCT2026 Arkansas build) |
| 8.FN.1 | PARTIAL | functionsQ L5 form 2 (plot proportional line, then what (1, k) means); functionsQ L5 form 0 (rise per step of 1); proportionalGraphQ forms 0-1 (ratios L8, a Grade 7 level); explainQ xp-unit-rate-slope (Writing Coach, ratios L8) At functions Level 5 (one form in five) the child taps the listed points (0, 0), (1, k), (2, 2k), (3, 3k) (k = 1 to 3) on a 9 x 9 grid that joins them into a line. The child then picks what (1, k) tells: the unit rate (for example 'the unit rate: y grows by k when x grows by 1'), against a choice that reads (1, k) as where the line ends ('the line ends at x = 1, y = k') and one that reads k as the number of points ('the number of points on the graph: k'). Another Level 5 form plots three listed points of a line (through the origin in about one deal in four) and asks 'How much does y RISE each time x grows by 1?'. At ratios Level 8 the child picks y = kx for a drawn cost line, or what (1, k) means (for example 'buying 1 ticket costs $k'). All picked, in English and Spanish. ▶ Play a live item from this skill |
At functions Level 5 the child graphs a proportional line by tapping the four points the prompt lists, (0, 0), (1, k), (2, 2k) and (3, 3k). The child then picks what the point (1, k) tells: the unit rate (for example 'the unit rate: y grows by k when x grows by 1'). Another Level 5 form has the child read the rise per step of 1 on a plotted line, which passes through the origin in about one deal in four. At ratios Level 8 (a Grade 7 level) the child picks y = kx for a drawn proportional cost line, or what (1, k) means (for example 'buying 1 ticket costs $k'). The word slope is never in a question or a choice of these items. The fact that the unit rate is the slope appears only in the explanation shown after the answer. With Writing Coach on (a district-enabled paid feature), ratios Level 8 can ask the child to explain the slope of a proportional graph through (0, 0) and (4, 10) as a unit rate. Every point the child graphs is printed in the prompt. No item gives a proportional relationship only as an equation or in words and has the child work out the points to graph. English and Spanish. Not practiced as Arkansas writes it: 'interpreting the unit rate as the slope of the graph'. (18OCT2026 Arkansas build) Blocking clause: interpreting the unit rate as the slope of the graph |
| 8.FN.2 | PARTIAL | functionsQ L5 form 3 (slope triangles); explainQ xp-slope-same (Writing Coach, functions L2-L4) The child plots (0, 0), (2, 2m) and (4, 4m) with m = 1 or 2. The prompt asks: 'Compare rise÷run from (0, 0) to (2, 2m) and from (2, 2m) to (4, 4m). What do the two slope triangles show?' The child picks 'the slope is the same ... the triangles are similar' against two 'the slope changes ...' choices, in one of three phrasings. With Writing Coach on, the child writes why the slope of y = 3x is the same between (1, 3) and (2, 6) as between (2, 6) and (5, 15). ▶ Play a live item from this skill |
At functions Level 5 (one form in five) the child plots (0, 0), (2, 2m) and (4, 4m) and compares rise÷run on the two segments. The child picks that the slope is the same because the triangles are similar. The wrong choices say the slope changes as x grows or depends on the points chosen. The child recognizes the similar-triangles reasoning but does not explain it, and the explanation is shown after the answer. Only with Writing Coach on (a district-enabled paid feature) does the child write why the slope of y = 3x is the same between (1, 3) and (2, 6) as between (2, 6) and (5, 15). Its rubric accepts similar triangles or proportional reasoning. Arkansas's clarification line is not met. Every slope-triangle line passes through the origin with a positive slope of 1 or 2. No functions item asks about a negative slope, a horizontal line with zero slope, or a vertical line with undefined slope. English and Spanish. (18OCT2026 Arkansas build) Blocking clause: Explain, using similar right triangles, how the slope of a line is the same between two points ... Slope includes: positive, negative, horizontal (zero), and vertical (undefined) |
| 8.FN.3 | PARTIAL | functionsQ L1 '(input, output) pairs: (2, 5), (3, 8), (4, 5). Is this a function?' The choices are a yes (each input has one output), the right no (one input has two outputs), a wrong no (two inputs share an output) and 'three pairs are too few to tell', each in one of three wordings. Three are shown per item. Both cases are dealt. Picked, in English and Spanish. ▶ Play a live item from this skill |
Functions Level 1 practices the set-of-ordered-pairs case from both sides, in English and Spanish. Three (input, output) pairs are listed with 'Is this a function?'. When the pairs are a function, the main wrong answer is the legal case of two inputs sharing an output. When they are not, the key is that one input has two outputs. Each option comes in three wordings of different lengths, so length does not mark the key. The other four representations Arkansas lists are not practiced. No functions item asks the question about a function map (mapping diagram), a table, a graph or an equation. At functions Level 5 the child plots ordered pairs to build graphs, but no item there asks whether the graph shows a function. (18OCT2026 Arkansas build) Blocking clause: when given a function map, table, graph, equation |
| 8.FN.4 | PARTIAL | functionsQ L2 (equation vs table); functionsQ L5 form 4 (plotted graph vs equation) Level 2: 'Function A: y = m1x + b1. Function B (table): (0, 0), (x1, ...), (x1 + 2, ...). Which grows FASTER?' The choices are 'A — its rate is ... per step', 'B — its rate is ... per step' and 'A — it starts higher, at b1'. Level 5: the child plots Function A's three listed points and is told 'Function B is y = mx + b. Which function grows FASTER?'. The choices are 'A — it climbs ... per step; B only ...', the reverse, and 'a graph cannot be compared with an equation'. Picked, in English and Spanish. ▶ Play a live item from this skill |
Two templates compare two linear functions given in different forms, and rate of change is the only property compared. At functions Level 2 an equation is compared with a table. At Level 5 the child plots Function A's listed points and compares the graph with Function B's equation. Either function can be the faster one. The answer choices print each function's rate, though ('B — its rate is 6 per step'). So the child only has to know that 'grows faster' means the larger rate, not the higher start, and never reads the rate off the table, graph or equation. The y-intercept (initial value) is never compared. 'It starts higher' appears only as a wrong answer. A verbal description is never one of the two forms, and one side is always an equation. The how-many-solutions item at equations Level 9 compares the slopes and intercepts of two equations, but both are in the same y = mx + b form. (18OCT2026 Arkansas build) Blocking clause: Compare ... y-intercept (initial value) of two linear functions each represented in different forms ... or by verbal descriptions |
| 8.FN.5 | PARTIAL | qualitativeGraphQ linear/nonlinear form (functions L3); functionsQ L3 (table: linear or not) About one functions Level 3 item in nine shows a drawn graph. It is either the line from (0, 0) to (4, 8) or the curve through (0, 0), (1, 1), (2, 4), (3, 9), and the prompt asks 'Is the function LINEAR or NONLINEAR?'. The choices are 'linear — it rises by the same amount each step', 'nonlinear — each step rises more than the last' and 'it cannot be told from a graph'. Most Level 3 items give a three-row table (a constant step of +m, or x² + b) and ask 'Is the function LINEAR?'. Picked, in English and Spanish. |
Functions Level 3 practices telling linear from nonlinear, in English and Spanish, mostly from three-row tables: either a constant step of +m, or x² + b with growing jumps. About one Level 3 item in nine shows a drawn graph and asks 'LINEAR or NONLINEAR?'. That graph is always one of two: the line from (0, 0) to (4, 8), or the curve through (0, 0), (1, 1), (2, 4), (3, 9). Each item shows one graph or one table, so the child never compares two. No functions item shows an equation, such as y = 3x + 2 or y = x², and asks whether it is linear. The nonlinear case is always x² (+ b). Not practiced as Arkansas writes it: 'by comparing graphs and equations'. (18OCT2026 Arkansas build) Blocking clause: by comparing graphs and equations |
| 8.FN.6 | PARTIAL | functionsQ L5 forms 0-1 (rise per step; y-axis crossing); functionsQ L4 kayak (equation); twoVarRelationQ table write (equations L6, Grade 6); expressionsQ L3 ticket-cost write (Grade 6) After plotting the three listed points (0, b), (1, b + m), (2, b + 2m), the child answers 'How much does y RISE each time x grows by 1?' or 'Where does the line cross the y-axis?' by picking from three. At Level 4 the child picks whether a number in a kayak rental y = mx + b is the cost of each hour or the starting cost. In Grade 6 items the child types d = kt or d = t + k from a table. The child also types a ticket cost such as 5b + 3 from a per-ticket price and a flat fee. ▶ Play a live item from this skill |
From a graph: at functions Level 5 the child plots listed points and picks the rise per step of 1 and the y-axis crossing from three numbers. The listed points include (0, b) and (1, b + m), so both values can be read straight off the prompt. From an equation: at functions Level 4 the child picks whether a number in a kayak rental y = mx + b is the cost of each hour or the starting cost. From a table and from words, the only items are Grade 6 ones. At equations Level 6 the child types d = kt or d = t + k from a table. At expressions Level 3 the child types a ticket cost such as 5b + 3 from a per-ticket price and a flat shipping fee. No Grade 8 item has the child find a slope or a y-intercept from a table or a verbal description. The table comparison at functions Level 2 prints both rates in its answer choices, so it is not counted. English and Spanish. (18OCT2026 Arkansas build) Blocking clause: Determine the rate of change (slope) and y-intercept (initial value) from tables ... and verbal descriptions of linear relationships |
| 8.FN.7 | PARTIAL | functionsQ L4 kayak; explainQ xp-linear-params (Writing Coach, functions L2-L4); scatterQ model-line slope form (statistics L8) 'A kayak rental costs y = 15x + 20 dollars for x hours. What does the 20 represent?' The child picks 'the starting cost, before any hours pass', 'the cost of each hour out on the water' or 'the maximum number of hours you can rent'. Either number can be the one asked about. At statistics Level 8 the prompt says 'The orange line models the data. What does its slope tell you?' and the child picks, for example, 'each extra 1 of hours of sleep brings ABOUT 1 more energy rating'. With Writing Coach on, the child writes what the 40 and the 60 mean in a plumber's y = 40x + 60. ▶ Play a live item from this skill |
At functions Level 4 the child interprets either number of a kayak rental y = mx + b in context, in English and Spanish. The child picks 'the cost of each hour out on the water' or 'the starting cost, before any hours pass', against 'the maximum number of hours you can rent'. The two numbers are never equal, so exactly one answer is right. This is the only context for interpreting both the rate and the starting value. At Data & Statistics Level 8 the child also picks what a model line's slope says about the data, for example 'each extra 1 of hours of sleep brings ABOUT 1 more energy rating'. That line's intercept is never asked. Explaining is practiced only with Writing Coach on (a district-enabled paid feature). The child then writes what the 40 and the 60 mean in a plumber's y = 40x + 60, graded against a rubric that asks for the hourly rate and the fixed charge. Without it the child only picks a meaning. Not practiced without Writing Coach: 'explain the meaning of the rate of change (slope) and y-intercept (initial value)'. (18OCT2026 Arkansas build) Blocking clause: explain the meaning of the rate of change (slope) and y-intercept (initial value) |
| 8.FN.8 | PARTIAL | qualitativeGraphQ (functions L3, about one L3 item in three) A drawn distance-from-home graph rises, runs flat, then falls back to 0 or rises again. The child picks the story it tells ('he walked out, rested, then walked back home' or '... then kept walking farther', against 'he walked faster and faster without stopping'). Or the child picks the interval when the walker stood still ('from 2 to 4' against the other two intervals). A third form asks whether a drawn graph is LINEAR or NONLINEAR. Picked, in English and Spanish. |
At functions Level 3, about one item in three shows a drawn line graph, in English and Spanish. On a distance-from-home graph the child picks the story it tells (walked out, rested, then walked home or kept going), or picks the interval when the walker stood still. These items practice reading where a graph increases, decreases or stays level. A third form asks whether a drawn graph is linear or nonlinear. The child analyzes the graph, but every description is chosen from three, and the child never describes the relationship in their own words. The range is narrow. Every journey graph is a walk at steady speeds with the same three pieces, and the linear-or-nonlinear graph is one of two fixed pictures. (18OCT2026 Arkansas build) Blocking clause: by describing the functional relationships between two quantities |
| 8.FN.9 | NOT COVERED | — | No item gives a verbal description of a function and has the child sketch a graph. The functions skill's tap grid plots only points the prompt lists, and the source code marks the sketch-a-graph verb as an open gap. The nearest practice runs the other way: at functions Level 3 the child is shown a drawn distance-from-home graph and picks the story it tells. That item is reported under 8.FN.8. (18OCT2026 Arkansas build) Blocking clause: Sketch a graph that exhibits qualitative features of a function described verbally. |
| 8.ALG.1 | PARTIAL | equationsG8Q (equations L8): both-sides kind 0, decimal-coefficient form, distributiveEqQ, rationalBracketEqQ, no/infinite kinds 1-2, gym kind 3 The child solves ax + b = cx + d, 0.5x + b = c, 1.5x + b = c, (1/n)(x + q) = r, 0.25(x − b) + x = c and a(x − b) + cx = d, mostly by picking x = ... from three. In some live deals the child types the expansion ((a + c)x − ab) or types x = ... for a(x − b) + cx = d. Shown ax + b = ax + d, the child picks 'no solution' or 'infinitely many solutions', against the other and 'exactly one solution, x = d'. English and Spanish. ▶ Play a live item from this skill |
Equations Level 8 practices solving, in English and Spanish. Some equations have x on both sides (ax + b = cx + d), and some of their solutions are negative. Others have rational coefficients (0.5x + 3 = 7, 1.5x + 2 = 11, (1/4)(x + 2) = 3, 0.25(x − 4) + x = 9), and some need distributing and collecting like terms, such as 3(x − 2) + 2x = 19. In some live deals the child types the expansion or x = ...; the rest are picked from three. The zero-solution and infinitely-many-solution cases are analyzed in one shape only. The child is shown ax + b = ax + d with whole-number coefficients and picks 'no solution' or 'infinitely many solutions', and the explanation does the subtraction. 'Exactly one solution' is offered there but is never the right answer, so the child never has to decide which of the three cases an equation has. No special-case equation needs simplifying first (such as 3(x + 2) = 3x + 6), and none has a fraction or decimal coefficient. (18OCT2026 Arkansas build) Blocking clause: Analyze ... one-variable linear equations ... containing solutions with one, zero, or infinitely many solutions |
| 8.ALG.2 | PARTIAL | inequalitiesG7Q (inequalities L4), including distributiveIneqQ and ineqSolve2x2 Picked from three: −a(x + b) ≥ or ≤ c (dividing by the negative flips the sign); a(x − b) + cx > or < d; and 0.5(x + b), 0.25(x + b) or 0.2(x + b) > or < c. The child also picks the solution of the two-step px + q > r and the one-step px < c, with a negative coefficient in three deals in five, from a 2 x 2 of direction and sign slips. In live rounds the child types x > ... for px + q > r and for −ax < −ab, and graphs the solution of px + q (>, ≥, <, ≤) r as a ray on a number line. English and Spanish. ▶ Play a live item from this skill |
Inequalities Level 4 practices one-variable linear inequalities, in English and Spanish. The child solves −3(x + 2) ≥ 6, where dividing by the negative flips the sign, and 2(x − 3) + x > 9, which needs distributing and collecting like terms. Two-step inequalities have a negative coefficient in three deals in five. These are picked from choices. Simpler two-step and one-step inequalities are typed or graphed as a ray in live rounds. A full round at this level targets at least two of the distributing items. Non-integer rational coefficients are narrow. They appear only as 0.5, 0.25 or 0.2 in front of a bracket, always positive, and every such item is picked from three. No inequality has a fraction coefficient such as (2/3)x or a negative decimal coefficient. Inequalities Level 4 is also the evidence for Arkansas's Grade 7 two-step inequalities. Under the standing rule for levels shared with a lower grade, this Grade 8 row is held PARTIAL. (18OCT2026 Arkansas build) Blocking clause: with rational coefficients |
| 8.ALG.3 | PARTIAL | systemsQ (equations L9): both lines plotted, one line pre-drawn, plain solve, count solutions; explainQ xp-system-intersection / xp-system-count (Writing Coach) 'Graph the system. Plot two points of y = mx + b: ... — and two of y = x + c: ...', then 'Where do your two lines cross — the system's solution?', picked from three. In another form y = mx + b is pre-drawn and the child plots only y = x + c. 'Solve the system: y = mx + b and y = x + c.' is picked from three: the solution, a point on one line only, the pair written backwards, or a point one square off. 'How many solutions does the system y = mx + b and ... have?' is picked from none (parallel lines), infinitely many (the same line) and exactly one. English and Spanish. ▶ Play a live item from this skill |
Equations Level 9 practices systems, in English and Spanish. Every system is in y = mx + b form, as Arkansas specifies. Algebraically, the child picks the solution of y = mx + b and y = x + c from three. The wrong choices are a point on one line only, the pair written backwards, or a point one square off, and the explanation sets the two y's equal. The second line is always y = x + c, every solution is a whole-number point, and nothing is typed. Graphically, the child plots two listed points of each line (or of y = x + c, with y = mx + b already drawn) and picks where the lines cross. The points are dictated, so the child never works out points from an equation. The no-solution and infinitely-many cases are never graphed. By inspection, the child picks how many solutions a system has from its slopes and intercepts. No real-world problem leads to a system. The nearest item, the equations Level 8 two-gym question ('After how many months do they cost the same?'), is picked and solved as one equation. With Writing Coach on (a district-enabled paid feature), the child also writes why a crossing point solves both equations, and how to tell without graphing that a system has no solution. (18OCT2026 Arkansas build) Blocking clause: in real-world or mathematical contexts, graphically and algebraically |
| 8.GM.1 | PARTIAL | volumeG8Q (volume L6) kinds 0-2 (cylinder, cone, sphere volume); geometrySaplingQ L8 saKind 2 (soup-can cylinder surface area) and L9 cylinder surface-area form Picked from three, answers exact in π, English and Spanish, no figure. Volume: 'A cylinder has radius 4 and height 5. What is its volume, in terms of π?' (80π, against 40π and 20π); 'A cone has radius 3 and height 6. What is its volume, in terms of π?' (18π, against the whole cylinder 54π and 36π); 'A sphere has radius 3. What is its volume, in terms of π?' (36π; radius 3 or 6 only). Cylinder surface area: 'A soup can has radius r and height h. What is its surface area, in terms of π?' (geometry L8) and 'A cylinder has radius r and height h. What is its surface area, in terms of π? (two lids + the side)' (geometry L9), with the label alone and the volume as wrong answers. ▶ Play a live item from this skill |
Volume Level 6 has the child use the volume formulas for all three Arkansas solids, with answers exact in π and chosen from three. Cylinder: 'A cylinder has radius 4 and height 5. What is its volume, in terms of π?' (80π). Cone: radius 3 and height 6 gives 18π, with the whole cylinder, 54π, as a wrong answer. Sphere: radius 3 gives 36π, and the sphere item uses only radius 3 or 6. Each solid is roughly one Level 6 item in five, in English and Spanish. Cylinder surface area is practiced at geometry Levels 8 and 9, for example 'A soup can has radius 4 and height 5. What is its surface area, in terms of π?'. The wrong answers are the label alone and the volume. That soup can is the only real-world setting in this row. Limits: no grade 6-8 item asks for the surface area of a cone or a sphere. A sphere's surface area appears only inside the sphere-volume item, as a contrast. Every volume item is a bare solid given by its radius and height, with no real-world setting, and no figure is drawn. Not practiced: the surface area of cones and spheres, and using the volume formulas 'to solve real-world ... problems'. (18OCT2026 Arkansas build) Blocking clause: surface area of ... cones, and spheres; to solve real-world ... problems |
| 8.GM.2 | PARTIAL | crossSectionQ SLICES branch (volumeG8Q, volume L6) 'You slice a square pyramid with a plane parallel to its base. What shape is the cross-section?' (a smaller square, against a triangle and the same square as the base) and 'You slice a square pyramid with a plane straight down through its apex (perpendicular to the base). What shape is the cross-section?' (a triangle, against a square and a rectangle). Picked from three, English and Spanish, no solid or slice drawn. The other three fixed slice cases use a rectangular prism and a cylinder. |
Volume Level 6 sometimes asks for the shape of a slice, picked from three, in English and Spanish. Two of its five fixed cases slice a pyramid, and both use a square pyramid. Sliced parallel to its base, the answer is 'a smaller square'. Sliced straight down through its apex (perpendicular to the base), the answer is 'a triangle'. Each pyramid case is about one Level 6 item in fifteen. The other cases slice a rectangular prism and a cylinder, which are Arkansas grade 7 solids. Limits: 'Describe' is met by picking a shape name, the only pyramid has a square base, and no solid or slice is drawn. No grade 6-8 item slices a cone or a sphere. Not practiced: the cone and sphere parts of 'Three-dimensional figures include: pyramids, cones, and spheres'. (18OCT2026 Arkansas build) Blocking clause: Three-dimensional figures include: ... cones, and spheres |
| 8.GM.3 | PARTIAL | g8GeomKnowledgeQ form 1 (geometry L10): squares-proof item and converse item 'In the squares proof of the Pythagorean Theorem, which comparison finishes the argument?' The child picks 'the area of the square on the hypotenuse equals the SUM of the areas on the legs' over a summed-lengths statement and a longer-leg-only statement (one fixed item). 'A triangle has sides 8, 15, and 17. Use the CONVERSE of the Pythagorean Theorem: is it a right triangle?' (yes / no / it cannot be decided from the sides alone; half the triangles have one side off by one). Multiple choice, English and Spanish, no figure. |
Geometry Level 10 has one fixed proof item: 'In the squares proof of the Pythagorean Theorem, which comparison finishes the argument?' The child picks 'the area of the square on the hypotenuse equals the sum of the areas on the legs'. The wrong choices add the lengths or use only the longer leg. The explanation, shown after the answer, says the proof rearranges the two leg squares until they fill the hypotenuse square. A converse item has the child apply the converse to three side lengths ('A triangle has sides 8, 15, and 17... is it a right triangle?'). Half of those triangles have one side off by one from a Pythagorean triple. Each item is about one Level 10 question in thirty, in English and Spanish, with no figure. Limits: the child picks the last step of one proof but never models or explains a proof. No proof of the converse is shown or asked; the converse is only applied. Not practiced: 'Model or explain an informal proof of the Pythagorean Theorem and its converse.' (18OCT2026 Arkansas build) Blocking clause: Model or explain an informal proof of the Pythagorean Theorem and its converse. |
| 8.GM.4 | FULL | geometryG8Q kind 0 (geometry L10) 'A right triangle has legs 6 and 8. How long is the hypotenuse?' or 'A right triangle has hypotenuse 13 and one leg 5. How long is the other leg?', over seven whole-number triples (3-4-5, 6-8-10, 5-12-13, 9-12-15, 8-15-17, 12-16-20, 7-24-25). The legs' sum is a wrong answer, and the explanation works a² + b² = c² or c² − a² = b². Picked from three, English and Spanish, no figure. ▶ Play a live item from this skill |
Geometry Level 10 has the child apply the Pythagorean Theorem to find an unknown side of a right triangle in both directions. The child finds the hypotenuse from two legs ('A right triangle has legs 6 and 8. How long is the hypotenuse?'). The child also finds a leg from the hypotenuse and the other leg ('A right triangle has hypotenuse 13 and one leg 5. How long is the other leg?'). The explanation works a² + b² = c² or c² − a² = b². When a leg is asked, it also notes that the hypotenuse is always the longest side. The sum of the legs is a wrong answer in every find-a-leg item and in about two of three find-the-hypotenuse items. This form is about two Level 10 items in nine, in English and Spanish. The Arkansas statement asks for exactly this and names no setting or number range, so the row is FULL. As built: the answer is chosen from three, and every triangle comes from seven whole-number triples, so no answer is irrational. The triangle is described in words, not drawn, and no item is set in a real-world context. (18OCT2026 Arkansas build) |
| 8.GM.5 | FULL | g8GeomKnowledgeQ form 2 (geometry L10) 'What is the distance between the points (1, 2) and (4, 6)?' The child picks 5 over the L-shaped walk 3 + 4 = 7 and a near miss. The explanation turns the changes in x and y into the legs of a right triangle: √(3² + 4²) = √25 = 5. English and Spanish. |
Geometry Level 10 has the child find the distance between two points with the Pythagorean Theorem, for example 'What is the distance between the points (1, 2) and (4, 6)?' (5). The explanation treats the changes in x and y as the legs of a right triangle whose hypotenuse joins the points: √(3² + 4²) = √25 = 5. The L-shaped walk, 3 + 4 = 7, is a wrong answer. The item is in English and Spanish. As built: the points always differ by one of four triples (3-4-5, 6-8-10, 5-12-13, 9-12-15), so every distance is a whole number. All coordinates are positive, and the second point is always up and to the right of the first. No grid is drawn, the answer is chosen from three, and the form is about one Level 10 item in fifteen. (18OCT2026 Arkansas build) |
| 8.GM.6 | PARTIAL | transformationsQ (coordinate-grid L6) kind 0 translation and kind 1 reflection-identify; coordinateSaplingQ L4 x-axis reflection (Grade 6 item) 'The point (3, 5) is translated 2 right and 4 down. Where does it land?', with three coordinate pairs to pick from. 'Which transformation carries (4, 6) to (−4, 6)?' (or to (4, −6)). At coordinate-grid Level 4: 'Which point is the reflection of (3, 5) across the x-axis?' Multiple choice, English and Spanish, no figure and no grid. ▶ Play a live item from this skill |
Coordinate-grid Level 6 works with one point at a time. Answers are picked from three, in English and Spanish, with no figure or grid drawn. The child picks where a point lands after a translation ('The point (3, 5) is translated 2 right and 4 down. Where does it land?'; the move is right or left and up or down). The two wrong choices are two of the three other combinations of the moves, so neither the shared coordinates nor the point's place on the grid gives the answer away; a child who works out only one of the two coordinates still lands on the right choice about two times in three. The child also picks which reflection carries (x, y) to (−x, y) or (x, −y). A Grade 6 item at coordinate-grid Level 4 asks which point is the reflection of a point across the x-axis. Not practiced: no multiple-choice item puts a figure on the coordinate plane (only single points move), and no item has the child draw or plot an image figure. With Writing Coach on (a district-enabled paid feature), one fixed prompt gives a triangle and its mirror image by their coordinates. It asks for a written description, not a drawing. No grade 6-8 item applies a rotation on the coordinate plane. The unpracticed clause is 'Given a figure, draw a congruent figure on a coordinate plane resulting from a rotation, reflection, or translation.' (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: Given a figure, draw a congruent figure on a coordinate plane resulting from a rotation, reflection, or translation. |
| 8.GM.7 | PARTIAL | transformationsQ (coordinate-grid L6) kind 1 reflection-identify; similarityOrientationQ orientation form; Writing Coach explain xp-rigid-sequence (Writing-Coach-only) 'Which transformation carries (4, 6) to (−4, 6)?' (or to (4, −6)): reflection across the y-axis, reflection across the x-axis, or a translation upward. 'A triangle with vertices A→B→C running clockwise is transformed and A′→B′→C′ now runs COUNTERCLOCKWISE. Which transformation could it be?' (a reflection, against a translation and a rotation). Picked from three, English and Spanish, no figure or grid. ▶ Play a live item from this skill |
Coordinate-grid Level 6 has the child identify a single transformation from coordinates: 'Which transformation carries (4, 6) to (−4, 6)?' (or to (4, −6)). The choices are a reflection across the y-axis, a reflection across the x-axis, or a translation upward. Either coordinate can flip, so the answer changes between deals. This item is about one Level 6 item in three or four. A single fixed item, dealt at most once a round, asks which transformation turns a clockwise A→B→C counterclockwise. The answer is a reflection, and the item uses no coordinates. Both are picked from three in English and Spanish. With Writing Coach on (a district-enabled paid feature), one fixed prompt sometimes gives Triangle A at (1, 1), (4, 1), (1, 3) and Triangle B at (−1, 1), (−4, 1), (−1, 3). The student writes the transformations that carry A onto B, and an AI reviewer looks for a reflection across the y-axis. That is Writing-Coach-only evidence. Limits: in the multiple-choice items only a single point moves, never a figure, and no grid is drawn. Every correct answer is a reflection. A rotation appears only as a wrong answer in the orientation item, and no item identifies a 90°, 180° or 270° rotation. Not practiced: 'one figure onto another on a coordinate plane' (outside Writing Coach) and 'Rotations include: 90°, 180°, and 270°'. (18OCT2026 Arkansas build) Blocking clause: one figure onto another on a coordinate plane. Rotations include: 90°, 180°, and 270° |
| 8.GM.8 | PARTIAL | transformationsQ (coordinate-grid L6) kind 2 congruent branch; Writing Coach explain xp-rigid-sequence (Writing-Coach-only) 'A figure is reflected, then translated. How does it relate to the original?': the child picks 'congruent - exactly the same size and the same SHAPE' over 'similar but NOT congruent' and 'no relation - the transformation DISTORTS its shape'. Multiple choice, English and Spanish, no figure. With Writing Coach on: 'Triangle A has vertices (1, 1), (4, 1), (1, 3). Triangle B has vertices (−1, 1), (−4, 1), (−1, 3). Describe a sequence of rigid transformations that carries A onto B, and say why the triangles are congruent.' This is judged against a two-line rubric. ▶ Play a live item from this skill |
Coordinate-grid Level 6 asks 'A figure is reflected, then translated. How does it relate to the original?' The child picks 'congruent - exactly the same size and the same shape' over 'similar but not congruent' and 'no relation'. The explanation names reflections, rotations and translations as rigid motions. The item is picked from three, in English and Spanish, with no figure. With Writing Coach on (a district-enabled paid feature), the student is sometimes given Triangle A at (1, 1), (4, 1), (1, 3) and Triangle B at (−1, 1), (−4, 1), (−1, 3). The student writes a sequence of rigid transformations that carries A onto B and says why the triangles are congruent. An AI reviewer checks the answer for a reflection and for the fact that rigid motions keep lengths and angles. That is one fixed prompt and Writing-Coach-only evidence, so the row stays PARTIAL. Without Writing Coach, no item gives two congruent figures, and the child never describes a sequence. Not practiced (outside Writing Coach): 'describe a sequence of transformations that maps one figure to another'. (18OCT2026 Arkansas build) Blocking clause: describe a sequence of transformations that maps one figure to another |
| 8.GM.9 | PARTIAL | transformationsQ (coordinate-grid L6) kind 0 translation 'The point (3, 5) is translated 2 right and 4 down. Where does it land?' (the move is right or left and up or down), with three coordinate pairs to pick from: the right one and two of the three other combinations of the moves (one direction reversed, or both). English and Spanish, no grid. ▶ Play a live item from this skill |
Coordinate-grid Level 6 has the child carry out one transformation on one point: 'The point (3, 5) is translated 2 right and 4 down. Where does it land?' The answer is picked from three in English and Spanish, and the item is about one Level 6 item in three or four. The move is right or left and up or down, and the two wrong choices are two of the three other combinations of the moves, so neither the shared coordinates nor the point's place on the grid gives the answer away; a child who works out only one of the two coordinates still lands on the right choice about two times in three. A separate item names a sequence ('A figure is reflected, then translated. How does it relate to the original?') but only asks whether the result is congruent, so nothing is performed. With Writing Coach on (a district-enabled paid feature), two fixed prompts give two figures by their coordinates. The student describes a sequence that carries one onto the other. That is the reverse task, and no given sequence is carried out. Not practiced: no item gives a sequence of transformations to carry out on a figure. No grade 6-8 item applies a rotation on the coordinate plane, and no item applies a dilation to coordinates. The unpracticed clause is 'Perform a given sequence of transformations of a figure on the coordinate plane, including rotations, reflections, translations, and dilations. Rotations include: 90°, 180°, and 270°'. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: a given sequence of transformations of a figure on the coordinate plane, including rotations, reflections, translations, and dilations. Rotations include: 90°, 180°, and 270° |
| 8.GM.10 | PARTIAL | transformationsQ (coordinate-grid L6) kinds 0-2; Writing Coach explain xp-rigid-sequence / xp-similar-sequence (Writing-Coach-only) 'The point (3, 5) is translated 2 right and 4 down. Where does it land?', with three coordinate pairs to pick from. 'Which transformation carries (4, 6) to (−4, 6)?' (or to (4, −6)). 'A figure is dilated by a factor of 3. How does it relate to the original?', with the answer 'similar but NOT congruent', and no coordinates. Multiple choice, English and Spanish, no grid. With Writing Coach on, the student writes the sequence that carries one coordinate-given figure onto another (two fixed prompts). ▶ Play a live item from this skill |
Coordinate-grid Level 6 works in coordinates for two of the four transformations, one point at a time. Answers are picked from three, in English and Spanish, with no grid. The child picks where a point lands after a translation ('The point (3, 5) is translated 2 right and 4 down. Where does it land?'). The child also picks which reflection carries (x, y) to (−x, y) or (x, −y). The explanations give the coordinate rules: right adds to x and left subtracts from it, up adds to y and down subtracts from it, and a reflection across an axis changes the sign of one coordinate. The translation's move is right or left and up or down, and its wrong choices are two of the three other combinations of the moves, so the shared coordinates do not give its answer away (a child who works out only one of the two coordinates still lands on it about two times in three). The dilation item ('A figure is dilated by a factor of 3. How does it relate to the original?') classifies the image as similar but not congruent, and it uses no coordinates. With Writing Coach on (a district-enabled paid feature), two fixed prompts give figures by their coordinates, and the student writes a sequence that carries one onto the other. That is Writing-Coach-only evidence. Not practiced: no grade 6-8 item puts a rotation in coordinates (none of 90°, 180° or 270°), and no item applies a dilation to coordinates. Only single points move, never two-dimensional figures, and outside Writing Coach the child picks a choice instead of describing. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: Describe the effects of rotations ... and dilations on two-dimensional figures using coordinates. Rotations include: 90°, 180°, and 270° |
| 8.GM.11 | PARTIAL | transformationsQ (coordinate-grid L6) kind 2 dilation branch; similarityOrientationQ similar-sides form; Writing Coach explain xp-similar-sequence (Writing-Coach-only) 'A figure is dilated by a factor of 3. How does it relate to the original?', with the answer 'similar but NOT congruent - same shape, different size'. 'Two triangles are similar. The smaller has sides 4 and 7; the larger's side matching 4 measures 12. How long is the side matching 7?' (21). Multiple choice, English and Spanish, no figure. With Writing Coach on, one fixed prompt gives a 2-by-3 rectangle with a corner at the origin and a 4-by-6 rectangle with a corner at (5, 0). The student writes the sequence and names the scale factor, and the answer is judged against a rubric. ▶ Play a live item from this skill |
Coordinate-grid Level 6 has the child pick 'similar but NOT congruent - same shape, different size' for a figure dilated by a factor of 2 or 3. In a separate form, the child uses a scale factor to find a missing side of two similar triangles ('Two triangles are similar. The smaller has sides 4 and 7; the larger's side matching 4 measures 12. How long is the side matching 7?', answer 21). Both are picked from three, in English and Spanish, with no figure. With Writing Coach on (a district-enabled paid feature), the student is sometimes given a 2-by-3 rectangle with a corner at the origin and a 4-by-6 rectangle with a corner at (5, 0). The student writes a sequence of transformations showing that they are similar and names the scale factor. An AI reviewer checks the answer for a dilation by 2, a translation, and same shape with proportional sides. That is one fixed prompt and Writing-Coach-only evidence. Otherwise no item gives two similar figures, and no grade 6-8 item applies a rotation. Not practiced (outside Writing Coach): 'describe a sequence of transformations that exhibits similarity, including rotations, reflections, translations, and dilations'. (18OCT2026 Arkansas build) Blocking clause: describe a sequence of transformations that exhibits similarity, including rotations, reflections, translations, and dilations |
| 8.SP.1 | PARTIAL | statisticsQ L8 -> scatterQ (kind 1 construct; kind 0 association read; plain-mode pair list) Construct: 'Construct the scatter plot - plot each (hours studied, quiz score) pair: (1, 2), ...' The child taps five listed pairs onto a 9x9 grid, and TapGrid scores the exact set of points. The follow-up asks 'Now read YOUR plot: what pattern of association do the points show?' and the child picks positive, negative or no association. Interpret: a shown eight-point plot asks 'What pattern of association do the points show?' (picked). In plain mode the pairs are listed and the association is picked. There are 12 contexts: 4 rising, 4 falling and 4 with no pattern. English and Spanish. ▶ Play a live item from this skill |
Data & Statistics Level 8 serves scatter plots on a tap grid in English and Spanish, with contexts such as hours studied against quiz score. To construct, the child plots five listed (x, y) pairs and is scored on the exact set of points ('Construct the scatter plot - plot each (hours studied, quiz score) pair: ...'). The child then answers 'Now read YOUR plot: what pattern of association do the points show?' This is about two Level 8 items in five. To interpret, a shown eight-point plot asks the child to pick positive, negative or no association. In plain mode, used for printed sheets and placement, the pairs are listed and the association is picked. The child builds the plot, and determines the association by choosing it. Not practiced: every point cloud rises in a straight band, falls in a straight band, or shows no pattern. No data set is nonlinear, and the child is never asked whether a pattern is linear or nonlinear. A linear-or-nonlinear choice appears only for a drawn function graph in a different skill, which does not count here. The unpracticed clause is 'determine if the data displays a linear or nonlinear pattern'. (18OCT2026 Arkansas build) Blocking clause: determine if the data displays a linear or nonlinear pattern |
| 8.SP.2 | PARTIAL | statisticsQ L8 -> scatterQ kind 2 (candidate-line form; model-line form) 'Scatter plot with a candidate line: practice minutes (x) vs. free throws made (y).' then 'Does the orange line fit the cloud's trend?' The three options never change: yes, the line runs the same way the points do; no, the line runs against the way the points go; no, a good line has to pass through every point. The drawn line is always the grid diagonal (0,0)-(9,9) or (0,9)-(9,0). A second form says 'The orange line models the data. What does its slope tell you?' Picked, English and Spanish. ▶ Play a live item from this skill |
Data & Statistics Level 8 sometimes draws an orange candidate line over an eight-point scatter plot and asks 'Does the orange line fit the cloud's trend?' The child picks from three fixed options: the line runs the same way as the points, the line runs against them, or 'a good line has to pass through every point' (a named misconception). A second form draws a model line over the cloud and asks what its slope says in context. Each form is about one Level 8 item in nine, in English and Spanish, with rising or falling clouds only. Not practiced: the child never constructs a line. The drawn line is always one of the grid's two diagonals. Fit is judged only by direction, and the child never places a line close to the points. The unpracticed clause is 'Construct straight lines to approximately fit data displaying a linear association when presented in scatter plots.' (18OCT2026 Arkansas build) Blocking clause: Construct straight lines to approximately fit data displaying a linear association when presented in scatter plots. |
| 8.SP.3 | PARTIAL | statisticsQ L7 -> twoWayTableQ kinds 0-7 (kind 2 row and kind 5 column relative-frequency forms); Writing Coach explain xp-association (Writing-Coach-only) A filled two-way table of counts is shown: 'Two-way table - class survey', with rows Owns bike / No bike and columns Plays sport / No sport. Picked: the grand total; the bike-AND-sport cell; the neither cell; a row total; a column total; 'Among the bike owners, which is more common?'; 'Of the students WHO OWN a bike, what fraction plays a sport?' (row denominator); 'Of the students WHO PLAY a sport, what fraction owns a bike?' (column denominator). With Writing Coach on, one fixed prompt asks for the possible association between having a pet and walking daily (30 of 40 against 10 of 40). English and Spanish. ▶ Play a live item from this skill |
Data & Statistics Level 7 shows a filled two-way table of counts from a class survey. Both variables come from the same students: the rows are Owns bike / No bike and the columns are Plays sport / No sport. The child picks a cell, a row total, a column total, the grand total, or which is more common within the bike row. In about one Level 7 item in four, the child finds a relative frequency for one row or one column: 'Of the students WHO OWN a bike, what fraction plays a sport?' or 'Of the students WHO PLAY a sport, what fraction owns a bike?' The other denominators are the wrong answers. Every answer is picked, in English and Spanish. With Writing Coach on (a district-enabled paid feature), one fixed prompt has the student describe a possible association from 30 of 40 against 10 of 40. That is Writing-Coach-only evidence. Not practiced: the child never builds a table from data. No table of relative frequencies is ever shown or filled in, so the child neither constructs nor interprets a relative frequency table. The unpracticed clause is 'Construct and interpret a relative frequency table'. (18OCT2026 Arkansas build) Blocking clause: Construct and interpret a relative frequency table |
| 8.SP.4 | PARTIAL | probabilityQ L6 -> probabilityG7Q L6 (kind6 2 coin-and-die probability and OutcomeTable tap form; kind6 1 spinner-and-die count; kind6 0 two-coin) Picked: 'You flip a coin and roll an 8-sided die. What is P(heads AND rolling a 5)?' (1/(2n) for a 6-, 8- or 10-sided die). Picked: 'A spinner has 3 colors and you roll a 4-sided die. How many outcomes are in the sample space of (color, number) pairs?' (12). Tapped: on a drawn 2 x 6 coin-and-die sample-space table, 'tap EVERY outcome in the event "heads AND an even number"' (or 'tails AND a number greater than 4', 'heads AND a prime number'), scored on the exact set. Picked: 'You flip TWO fair coins. What is P(two heads)?' (1/4). English and Spanish. |
Chance & Probability Level 6 deals compound experiments in English and Spanish. Two forms combine two different experiments, as Arkansas specifies. In one, the child finds a theoretical probability from the sample space: 'You flip a coin and roll an 8-sided die. What is P(heads AND rolling a 5)?' (1/16). In the other, the child counts a sample space: 'A spinner has 3 colors and you roll a 4-sided die. How many outcomes are in the sample space of (color, number) pairs?' (12). In about one Level 6 item in six, a 2 x 6 coin-and-die sample-space table is drawn on screen. The child taps every outcome in an event such as 'heads AND an even number' and is scored on the exact set. That tap form is not dealt in plain rounds such as printed sheets and placement. A third form flips two coins and asks for P(two heads) (1/4). All forms other than the tap form are picked from three. Not practiced: the child never builds the sample space as an organized list, table or tree diagram. The table is always drawn for the child, and an outcome list or a tree diagram appears only in explanations. Every probability the child is asked for is a single outcome. The tap form identifies a set of outcomes but does not ask for its probability, which the explanation then states. The unpracticed clauses are 'Determine the sample space ... using organized lists, tables, or tree diagrams' and the probability of 'a given set of outcomes'. (18OCT2026 Arkansas build) Blocking clause: Determine the sample space ... using organized lists, tables, or tree diagrams; the theoretical probability of a given set of outcomes |
| 8.SP.5 | PARTIAL | probabilityQ L6 -> probabilityG7Q L6 (kind6 2 coin-and-die probability; kind6 0 two-coin); probabilityG7Q L5 k5 0 (simple-experiment experimental probability) Picked: 'You flip a coin and roll an 8-sided die. What is P(heads AND rolling a 5)?' (1/16). Picked: 'You flip TWO fair coins. What is P(two heads)?' (1/4). At Level 5, a single coin only: 'You flip a coin 50 times and get 18 heads. What is the EXPERIMENTAL probability of heads?' (18/50, with the theoretical 1/2 as a wrong answer). English and Spanish. |
Chance & Probability Level 6 has the child find theoretical probabilities of compound experiments, picked from three in English and Spanish. One item asks 'You flip a coin and roll an 8-sided die. What is P(heads AND rolling a 5)?' (1/16), with wrong answers such as 1/8 and 1/2 that each forget one experiment. Another asks 'You flip TWO fair coins. What is P(two heads)?' (1/4), with wrong answers such as 1/2 and 1/3. Every probability asked is a single outcome. Experimental probability is practiced only for a simple experiment, at Level 5: 'You flip a coin 50 times and get 18 heads. What is the EXPERIMENTAL probability of heads?' (18/50, with the theoretical 1/2 as a wrong answer). Not practiced: no item gives or produces results from a compound experiment. The unpracticed clause is 'experimental probabilities of compound experiments'. (18OCT2026 Arkansas build) Blocking clause: experimental probabilities of compound experiments |
| 8.SP.6 | PARTIAL | probabilityG7Q L4 kind 1 (expected count, marble bag) 'P(red) = 2/7. If you draw 42 times (replacing each time), about how many red marbles do you expect?' (12), picked from three, English and Spanish. ▶ Play a live item from this skill |
Chance & Probability Level 4 has the child use a given theoretical probability to predict a count over many trials: 'P(red) = 2/7. If you draw 42 times (replacing each time), about how many red marbles do you expect?' (12). The answer is picked from three, in English and Spanish. The explanation adds that probability predicts the tendency, not the exact count. Limits: the experiment is always one draw from a marble bag, a simple experiment, and the probability is printed in the question. That is the simple-experiment skill of Arkansas grade 7 (7.SP.10). Not practiced: no item predicts how often an event in a compound experiment (such as a coin and a die) will occur. The unpracticed clause is 'of an event in a compound experiment'. (18OCT2026 Arkansas build) Blocking clause: of an event in a compound experiment |
| Code | Verdict | Evidence (generator · forms) | Notes |
|---|---|---|---|
| 6.RC.1.RF | PARTIAL | comprehensionSaplingQ L6 (p6-secondlap item 6, p6-octopus item 6, p6-static item 5) 'Which is the BEST summary of the passage?' on two stories ('The Second Lap', 'Static') and one informational passage (the octopus), the audited items; 'Enough of Each' and 'Books on Horseback' ask it too since 31 Oct 2026. Each is picked from three options. The correct option retells the whole text. The wrong options are a single detail, an invented event or claim, and on 'The Second Lap' a moral ('Never give up, even when a race seems lost…'). ▶ Play a live item from this skill |
The child picks the best summary of a Grade-6 text from three options, on three stories and two informational passages: 'The Second Lap', 'Static' and the octopus passage, and, added on 31 Oct 2026 and not yet audited as evidence, 'Enough of Each' and 'Books on Horseback'. The correct option retells the whole text ('Jonah loses the lead and the race to Priya, but matches her pace to the finish and is glad he beat the urge to quit.'). The wrong options are a single detail, an invented event or claim, and on 'The Second Lap' a moral ('Never give up, even when a race seems lost…'). So the child does tell an objective summary apart from a judgment, but only by recognizing it. Held PARTIAL: Arkansas asks the child to 'Provide an objective summary of a text', and here the summary is chosen, never written or spoken. No Grade-6 Writing Coach prompt asks for a summary either. These three come up about one time in twenty-two Grade-6 reading questions, in English and Spanish, and all five summary items about one time in thirteen. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: Provide an objective summary of a text. |
| 6.RC.2.RF | PARTIAL | comprehensionSaplingQ L6 (p6-secondlap item 1; p6-octopus items 1, 4; p6-quiet items 2, 4) Three-option picks on Grade-6 passages: 'Which sentence best states the passage's theme?' ('The Second Lap'); 'What is the central idea of the passage?' (octopus); 'Why does the author most likely mention that the blood is blue?' (key: 'To build the case that the octopus is deeply unusual.'); 'Which piece of evidence SUPPORTS the claim?' and 'Why does the author mention factory shifts?' ('The Case for Quiet Hallways'). ▶ Play a live item from this skill |
The child picks the theme of a story ('Beating the urge to quit can matter more than beating an opponent.') and the central idea of an informational passage ('The octopus packs remarkable, unusual abilities into a short life.'). For single details, the child picks what the detail does for the larger idea. The octopus author mentions blue blood 'To build the case that the octopus is deeply unusual'. The Quiet Hallways author mentions factory shifts to show the bell is a leftover habit. The child also picks the evidence that supports that passage's claim. Held PARTIAL on 'how a central idea and/or theme of a text is conveyed through supporting details': no item asks how the details together build the theme or central idea. That link appears only in the explanation shown after the answer ('Every paragraph feeds one idea — camouflage, blue blood, three hearts, brief life'). Theme and central idea are each asked on two passages: 'The Second Lap' and the octopus passage, and, added on 31 Oct 2026 and not yet audited as evidence, 'Enough of Each' (theme) and 'The Color Underneath' (central idea). Every answer is picked from three options. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: how a central idea and/or theme of a text is conveyed through supporting details |
| 6.RC.3.RF | PARTIAL | comprehensionSaplingQ L6 (p6-octopus items 2, 5; p6-quiet items 2, 3; p6-secondlap items 2, 4; p6-static item 2; p6-lanterngirl item 2; p6-ponyexpress item 4); writingCoachQ L4 wp-six-analyze, wp-six-analyze-b (Writing Coach only) Three-option picks. Evidence items: 'Which detail supports the claim that the disguise happens fast?' (octopus), plus 'Which piece of evidence SUPPORTS the claim?' and 'Which claim is NOT supported with evidence?' (Quiet Hallways). Inference items: 'Why does Jonah smile at the end?', 'What does Priya's passing "without looking over" suggest about her?', 'What does the brother giving up his turn "without being asked" reveal?', 'What does the detail that money "was shirts" reveal about the family's world?' and 'What can you infer about why two hearts serve the gills?'. In Writing Coach (district-enabled), the child types a paragraph that defends a story's theme with two specific moments, or an informational text's main idea with two specific details. ▶ Play a live item from this skill |
On the informational passages, the child picks the text detail that supports a stated point. The octopus's disguise is fast because 'Each dot of color spreads or shrinks in a fraction of a second.' A district that switched to a chime supports the Quiet Hallways claim. The child also picks the one claim in that passage with no evidence behind it. On the stories, the child picks inferences: why Jonah smiles, what Priya's passing 'without looking over' suggests, and what the brother's giving up his turn reveals. One item depends on knowledge from outside the text: money that 'was shirts' points to piecework done at home, 'a common arrangement of that era'. Held PARTIAL on 'Cite text evidence to support an analysis of what a text states'. In the reading items the evidence is selected, never cited, and on the stories the supporting line is quoted only in the explanation shown after the answer. No item asks the child to name the background knowledge behind an inference. Writing Coach only (a district-enabled paid feature scored by an AI judge): two Grade-6 prompts ask the child to back a theme or a main idea with two specific moments or details. The child picks that text outside the app, so the evidence cannot be checked against it. (18OCT2026 Arkansas build) Blocking clause: Cite text evidence to support an analysis of what a text states |
| 6.RC.4.RF | PARTIAL | writingCoachQ L4 wp-six-analyze, wp-six-analyze-b (Writing Coach only); comprehensionSaplingQ L6 (twelve Grade-6 passages, picked answers) Writing Coach (district-enabled): the child types a paragraph of at least 250 characters. Either it names the theme of 'a story or book you finished this year' and defends it with two specific moments, or it states the main idea of 'something informational you read this year' with two specific details. The rubric includes 'Explains HOW each moment shows the theme' and 'Explains what each detail shows'. Reading: the child reads a short Grade-6 passage and picks one of three answers. |
Arkansas asks the child to show reading comprehension of grade-appropriate texts 'by speaking or writing'. In the Grade-6 reading skill, the child shows comprehension only by picking one of three answers on twelve short passages, so the method is not met there. Speaking: no Grade-6 item has the child talk about a text. Writing: Writing Coach only (a district-enabled paid feature scored by an AI judge). Two of its eight Grade-6 prompts ask for a typed paragraph about something the child read. One asks the child to name a story's theme and defend it with two specific moments. The other asks for an informational text's main idea and what two specific details show. The child picks the text outside the app, so its grade level is not controlled and the judge cannot check the paragraph against it. Writing Coach evidence alone is not marked FULL. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: by speaking or writing |
| 6.RC.5.RL | PARTIAL | comprehensionSaplingQ L6 (p6-secondlap items 2, 6; p6-static items 2, 4, 5) 'Why does Jonah smile at the end?', 'What does the brother giving up his turn "without being asked" reveal?' and 'Why is the silence at the end "exactly enough"?'. Also 'Which is the BEST summary of the passage?' on 'The Second Lap' and 'Static', where the correct option follows the story's start, turn and ending. All are 3-option picks. ▶ Play a live item from this skill |
How characters respond and change as a story moves toward its resolution is asked by choice. Jonah smiles after losing 'because the voice that said stop had lost'. The brother in 'Static' gives up his turn without being asked, and that story's closing silence says what months of talk could not. On three stories ('The Second Lap', 'Static' and, added on 31 Oct 2026 and not yet audited as evidence, 'Enough of Each'), the 'BEST summary' item asks the child to pick the retelling that follows the whole arc. Held PARTIAL on 'Describe how a plot develops over the course of a text': the child never describes the plot, and no item asks how one event leads to the next. 'Describe' is met only by choosing an answer. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: Describe how a plot develops over the course of a text |
| 6.RC.6.RL | FULL | comprehensionSaplingQ L6 (p6-secondlap item 5, p6-static item 4, p6-lanterngirl item 3) "How does the question 'the race was already decided, wasn't it?' work in the story?" (it lets the reader hear the tempting voice Jonah must defeat). "Why is the silence at the end 'exactly enough'?" (the shared moment says what months of talking could not; the explanation names the reversal of the noisy opening). "Why does the story end with the electric bulbs 'in every room'?" (the contrast measures how much her children's world differs from hers). All are 3-option picks. ▶ Play a live item from this skill |
Three of the questions ask how an element in a story's structure supports its development. In 'The Second Lap', the doubting question placed at the turn ('the race was already decided, wasn't it?') lets the reader hear the voice Jonah must defeat, which builds both the plot's turn and the theme. In 'Static', the child is asked 'Why is the silence at the end "exactly enough"?' and picks 'The shared moment says what months of talking could not'. The explanation shown afterwards names how the quiet ending reverses the story's noisy opening, which is a question about theme across the whole story. In 'The Lantern Schedule', the last sentence jumps years ahead to her own children, who did homework under electric bulbs 'in every room', and builds the 1911 setting by contrast. So setting, plot and theme are each asked. Arkansas's verb is 'Determine', and the child determines it by picking the right account from three options. These three come up about one time in seventeen Grade-6 reading-comprehension questions, in English and Spanish. Weakness: Arkansas names 'a story, drama, or poem', and the Grade-6 set has stories only, with no drama or poem. This is the same evidence the Arizona row 6.RL.5 held FULL on. (18OCT2026 Arkansas build; note refreshed 31OCT2026) |
| 6.RC.7.RL | PARTIAL | comprehensionSaplingQ L6 (p6-static item 1) "From whose point of view is the story told, and why does that matter?" The child picks 'The skeptical sibling's — so the reader feels the annoyance turn into wonder' over the brother's and a scientist's point of view. 3-option pick. ▶ Play a live item from this skill |
Point of view is asked on one story: 'From whose point of view is the story told, and why does that matter?' The answer is the skeptical first-person sibling, 'so the reader feels the annoyance turn into wonder'. The child picks whose point of view it is and why it matters. The child is never asked how the author builds it (the first-person 'I', what the narrator notices and complains about), and 'Explain' is met only by choosing. This one item comes up about once in 60 Grade-6 reading questions. Unpracticed: 'Explain how an author develops the point of view and/or perspective of the narrator or speaker in a text'. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: Explain how an author develops the point of view and/or perspective of the narrator or speaker in a text. |
| 6.RC.8.RL | NOT COVERED | — | Arkansas asks the child to compare reading a text with listening to or watching a version of it, including what is imagined when reading against what is observed when listening or watching. Grade-6 passages carry a 'Read to me' button that reads the passage aloud while each word highlights, so a child can hear the same text. No item asks the child to compare the two experiences, and there is no video or live version. Not practiced. (18OCT2026 Arkansas build) Blocking clause: Compare and contrast the experience of reading a text to listening to or watching an audio, video, or live version of the text. |
| 6.RC.9.RL | PARTIAL | comprehensionSaplingQ L6 (p6-storm items 1-4) 'Two Views of the Storm' shows Passage A (Leo's journal) beside Passage B (a town news brief) about the same storm. The 3-option items ask how the two differ in PURPOSE, which detail appears in BOTH, how their TONES compare, and what a reader can learn ONLY from Passage B. ▶ Play a live item from this skill |
Two texts of different genres on the same topic sit side by side. 'Two Views of the Storm' sets Leo's journal entry beside a town news brief about the same power outage. The child examines them through four picked items: how they differ in purpose, which detail appears in both (the power came back around sunrise), how their tones compare, and what only the news brief tells (about 4,000 homes lost power). Held PARTIAL on 'two texts of varying structures or genres'. This Reading Literature standard was practiced on one fixed pair at audit, and that pair is a journal against an informational news brief. A second pair, 'Two Ways to Hear a Whisper', added on 31 Oct 2026 and not yet audited as evidence, is also a journal (a travel journal) against an informational text (a science-magazine article). The Grade-6 set has no poem or drama, so no two literary texts of different structures are ever examined together, and no shared theme is examined across texts. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: two texts of varying structures or genres |
| 6.RC.10.RL | PARTIAL | comprehensionSaplingQ L6 (p6-secondlap item 1) 'Which sentence best states the passage's theme?' on 'The Second Lap', a modern original story about a school race. The answer is 'Beating the urge to quit can matter more than beating an opponent.', against a false moral and a false claim. 3-option pick. ▶ Play a live item from this skill |
In the Grade-6 reading skill, the child identifies a theme only in modern stories, for example 'Which sentence best states the passage's theme?' on 'The Second Lap', picked from three options. None of the twelve Grade-6 passages is a drama, poem, folktale or story from world literature (beginnings of civilization through 1450), whether original, adapted or modernized. The four stories are about a school race, a backyard telescope, a 1911 tenement and a grandfather's bread recipe. With Writing Coach on (a district-enabled paid feature scored by an AI judge), one Grade-6 prompt asks the child to name the theme of 'a story or book you finished this year'. The child picks that text outside the app, so nothing places it in world literature, and the prompt does not ask about its significance. No item asks for a theme's historical or contemporary significance, so 'explaining' it is never practiced. Held PARTIAL on the one component practiced, identifying a theme. Unpracticed: 'from world literature (beginnings of civilization through 1450), explaining its historical and/or contemporary significance'. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: from world literature (beginnings of civilization through 1450), explaining its historical and/or contemporary significance |
| 6.RC.11.RI | PARTIAL | comprehensionSaplingQ L6 (p6-octopus item 4; p6-quiet item 4) Two items, each picked from three options. 'Why does the author most likely mention that the blood is blue?' The answer is to build the case that the octopus is deeply unusual; the wrong options are a warning to divers and how the camouflage works. 'Why does the author mention factory shifts?' The answer is to show the bell is a leftover habit, not a choice made for children; the wrong options are factory noise and cost. ▶ Play a live item from this skill |
How an idea is developed is asked on informational passages. After 'The disguise is only the start of its strangeness', the octopus passage mentions blue blood, and the child picks why: 'To build the case that the octopus is deeply unusual.' The Quiet Hallways author mentions factory shifts, and the child picks why: 'To show the bell is a leftover habit, not a choice made for children.' Held PARTIAL: no audited item asks how a central individual, event or idea is introduced, and 'Describe' is met only by choosing between three options. The Pony Express passage opens on the 1860 gap the service filled. Its item asks why the service existed, and how the passage opens on that gap is said only in the explanation. Added on 31 Oct 2026 and not yet audited as evidence: 'Books on Horseback' asks why the author mentions the scrapbooks of recipes and quilt patterns, and 'The Color Underneath' asks why the author opens by saying the maples 'seem to repaint themselves'. The row stays at its audited verdict until a refute-first two-auditor re-check counts the new items. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: Describe how a central individual, event, or idea is introduced |
| 6.RC.12.RI | PARTIAL | comprehensionSaplingQ L6 (p6-quiet item 4; p6-octopus item 4) 'Why does the author mention factory shifts?' and 'Why does the author most likely mention that the blood is blue?' From three options, the child picks the job one sentence does in the argument or the explanation. ▶ Play a live item from this skill |
The child picks what a particular sentence contributes to the development of an idea or an argument. In the argument, the Quiet Hallways author mentions factory shifts to show the bell is a leftover habit, not a choice made for children. The octopus passage mentions blue blood to build the case that the animal is unusual. Held PARTIAL on 'fits into the overall structure': no audited item on an informational text asks where a sentence sits in the whole text or how it connects to what comes before and after. That appears only in the explanation shown after the answer ('the blue blood is the next exhibit in a case about strangeness'). No item asks about a paragraph, because each Grade-6 passage is a single paragraph (each of the two pairs is two). Structure questions on the Grade-6 stories are credited to 6.RC.6.RL. A new item on 'The Color Underneath', added on 31 Oct 2026 and not yet audited as evidence, asks why the author opens by saying the maples 'seem to repaint themselves' (to name a first impression that the facts then correct). The row stays at its audited verdict until a refute-first two-auditor re-check counts the new items. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: fits into the overall structure |
| 6.RC.13.RI | PARTIAL | comprehensionSaplingQ L6 (p6-storm items 1, 3; p6-quiet items 1, 4; p6-octopus item 4) Three-option picks: 'How do the two passages differ in PURPOSE?' (A shares one person's experience; B reports facts for the public); 'How do the TONES of the two passages compare?' (warm and personal versus neutral and factual); 'What is the author's CLAIM?'; 'Why does the author mention factory shifts?'; 'Why does the author most likely mention that the blood is blue?'. ▶ Play a live item from this skill |
The child identifies an author's purpose and point of view. 'How do the two passages differ in PURPOSE?' asks the child to see that the journal shares one person's experience and the news brief reports facts for the public. 'How do the TONES of the two passages compare?' sets the journal's warm, personal attitude against the brief's neutral one. 'What is the author's CLAIM?' names the Quiet Hallways writer's position. Items ask why an author includes a detail, for example factory shifts and blue blood, which touches on how a purpose comes through; the same question about the scrapbooks in 'Books on Horseback' was added on 31 Oct 2026 and has not been audited as evidence. Held PARTIAL on 'how an author’s purpose, point of view, and/or perspective is conveyed in a text': no item asks which words or details convey the purpose or point of view. That appears only in the explanation after the answer, for example the journal calling the returning light 'rude'. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: how an author’s purpose, point of view, and/or perspective is conveyed in a text |
| 6.RC.14.RI | PARTIAL | comprehensionSaplingQ L6 (p6-ponyexpress items 1, 2; visual kind 'histogram') A rendered bar chart sits with the Pony Express passage (Stagecoach 25, Pony Express 10, Telegraph 1 day). Item 1: 'Using the CHART together with the text, about how many days did the Pony Express save over the stagecoach?' (about 15 days). Item 2: 'What does the chart's telegraph bar show that the text states in words?'. Both are picked from three options. ▶ Play a live item from this skill |
On the Pony Express passage, a rendered bar chart shows how long a message took by each method (stagecoach 25 days, Pony Express 10, telegraph 1). Two items make the child use the chart with the text. 'Using the CHART together with the text, about how many days did the Pony Express save over the stagecoach?' The answer is about 15: the 25-day figure is only in the chart, because the text says 'a month'. The second item asks 'What does the chart's telegraph bar show that the text states in words?'. Held PARTIAL on 'two or more multimedia formats': the topic is examined in print plus one chart, on one passage, in two fixed items. No Grade-6 item uses a presentation, an image or an audio source. The passage's optional 'Read to me' button reads the words aloud, but no item asks the child to examine the topic through it. (18OCT2026 Arkansas build) Blocking clause: two or more multimedia formats |
| 6.RC.15.RI | PARTIAL | comprehensionSaplingQ L6 (p6-quiet items 1-4) Four items on 'The Case for Quiet Hallways', each picked from three options: 'What is the author's CLAIM?'; 'Which piece of evidence SUPPORTS the claim?'; 'Which claim is NOT supported with evidence?' (the answer is 'Every student would earn better grades.'); 'Why does the author mention factory shifts?'. ▶ Play a live item from this skill |
On 'The Case for Quiet Hallways', the child picks the author's claim, the evidence that supports it (a district that switched to a chime reported calmer passing periods), the claim with nothing behind it ('Every student would earn better grades.'), and why the author mentions factory shifts. Arkansas's 'distinguishing between claims that are supported by reasons and evidence from claims that are not' is asked directly by 'Which claim is NOT supported with evidence?'. Held PARTIAL on 'Evaluate the development of an argument and supporting claims in a text': at audit all four items sat on one short argument. No item asks the child to judge how well the argument is built as a whole, or to weigh the author's answer to the opposing view ('Some will say students would ignore a gentle sound'). A second argument, 'Every School Needs a Garden', was added on 31 Oct 2026 with four more items, including one that asks how the author answers people who say gardens cost too much; it has not been audited as evidence. The row stays at its audited verdict until a refute-first two-auditor re-check counts the new items. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: Evaluate the development of an argument and supporting claims in a text |
| 6.RC.16.RI | PARTIAL | comprehensionSaplingQ L6 (p6-storm items 1-4) 'Two Views of the Storm' sets Leo's journal entry (Passage A) beside a town news brief (Passage B) about the same power outage. The items are 'How do the two passages differ in PURPOSE?', 'Which detail appears in BOTH passages?', 'How do the TONES of the two passages compare?' and 'What can a reader learn ONLY from Passage B?', each picked from three options. ▶ Play a live item from this skill |
The child compares two authors' presentations of the same event. 'Two Views of the Storm' sets Leo's first-person journal beside a neutral town news brief about the same power outage. The four items ask how the two differ in purpose and tone, which detail both report (the power came back around sunrise), and what only the news brief tells (about 4,000 homes lost power). Held PARTIAL: at audit this was one pair of short texts with four fixed picked items, so the child met no other pair of authors presenting an event. A second pair, 'Two Ways to Hear a Whisper' (a science-magazine article beside a travel journal), was added on 31 Oct 2026 and has not been audited as evidence. The row stays at its audited verdict until a refute-first two-auditor re-check counts the new items. Each comparison is chosen from three options and never stated in the child's own words. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: Compare and contrast two authors’ presentations of an event. |
| 6.RC.17.RI | PARTIAL | comprehensionSaplingQ L6 (p6-octopus item 1; p6-quiet item 1) 'What is the central idea of the passage?' on the octopus passage (key: 'The octopus packs remarkable, unusual abilities into a short life.') and 'What is the author's CLAIM?' on 'The Case for Quiet Hallways'. 3-option picks. ▶ Play a live item from this skill |
The child identifies the central idea of a Grade-6 non-fiction passage about the octopus, and the claim of a short argument about school bells. None of the Grade-6 non-fiction passages is from or about world literature (beginnings of civilization through 1450). They cover the octopus, the 1860 Pony Express, school bells, a storm told in a journal and a news brief, and, added on 31 Oct 2026, fall leaf color, school gardens, a whispering gallery and Kentucky's pack-horse librarians of the 1930s. One Pony Express item asks for historical context ('Why did the Pony Express exist at all, given its short life? What about its TIME explains it?'), but for an 1860 event, and the answer is picked from three options. No item asks for a central idea's historical or contemporary significance. Held PARTIAL on the one component practiced, identifying a central idea. Unpracticed: 'from or about world literature (beginnings of civilization through 1450), explaining its historical and/or contemporary significance'. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: from or about world literature (beginnings of civilization through 1450), explaining its historical and/or contemporary significance |
| 6.W.1.S | PARTIAL | writingCoachQ L4 (Writing Coach) -> WRITE_PROMPTS wp-six-argument + wp-six-argument-b, served in WriteBox The child types an argument paragraph (at least 250 characters, 700-character cap) on one of two fixed topics: should school start an hour later, or should students bring phones to class. Both rubrics grade 'A clear, arguable claim' and 'Two distinct pieces of evidence or reasoning'. The school-start rubric adds 'Acknowledges and answers an opposing view', 'Formal style — no slang, no chatty asides' and 'A concluding statement that follows from the argument'. The phones rubric adds 'Cohesive words (because, therefore, however) link claim to reasons' and 'Consistent point of view — pronouns do not drift'. The rubric is shown above the box. The grader passes the paragraph only when every line is met, and a failing first draft gets one revision. |
The child writes a real argument paragraph, in English or Spanish, on one of two fixed topics: a later school start, or phones in class. A writing grader passes it only when every rubric line is met. Introducing a claim is graded on both prompts ('A clear, arguable claim'), and so are clear reasons and supporting evidence ('Two distinct pieces of evidence or reasoning'). Held PARTIAL for two reasons. First, 'Support claims with credible sources' is not practiced: no source is supplied or asked for, so the child argues from his or her own experience and reasoning. Second, this writing happens only inside Writing Coach, a paid feature the district enables. It runs only when the grading service is reachable, and a school can switch it off. No row met only through Writing Coach is marked FULL. (18OCT2026 Arkansas build) Blocking clause: Support claims with credible sources. |
| 6.W.2.S | PARTIAL | writingCoachQ L4 (Writing Coach) -> WRITE_PROMPTS wp-six-inform + wp-six-inform-b, served in WriteBox The child types an informational paragraph (at least 250 characters, 700-character cap). wp-six-inform ('Explain something you genuinely know how to do better than most people') rubric: 'An opening that frames the topic', 'Three or more precise steps or facts, in a logical order', 'Domain-specific words used correctly, in a formal style', 'A closing that says why it matters'. wp-six-inform-b (compare two games or sports) rubric: 'Opens by framing both subjects', 'Two similarities AND two differences', 'Transition words connect the points', 'A closing that matches player to game'. The grader passes the paragraph only when every rubric line is met; after a failing draft the coach can show 'Develop it further — add a specific example, figure, or quotation.' |
The child writes a real informational paragraph, in English or Spanish, on one of two prompts: explain something he or she knows how to do well, or compare two games or sports. A writing grader passes it only when every rubric line is met. Organizing ideas and information is graded on both prompts: 'Three or more precise steps or facts, in a logical order' on the how-to, and 'Two similarities AND two differences' with 'Transition words connect the points' on the comparison. Each also grades an opening and a closing. Held PARTIAL for two reasons. First, 'Use relevant facts, definitions, concrete details, and quotations' is practiced only in part. Facts are asked for on the how-to prompt. No prompt or rubric line asks for a definition or a quotation; a quotation is mentioned only in a coaching tip the grader may pick after a failing draft. The topic always comes from the child's own experience, not from a source. Second, this writing happens only inside Writing Coach, a paid feature the district enables. It runs only when the grading service is reachable, and a school can switch it off. No row met only through Writing Coach is marked FULL. (18OCT2026 Arkansas build) Blocking clause: Use relevant facts, definitions, concrete details, and quotations. |
| 6.W.3.S | PARTIAL | writingCoachQ L4 (Writing Coach) -> WRITE_PROMPTS wp-six-narrative + wp-six-narrative-b, served in WriteBox The child types a scene (at least 280 characters, 700-character cap). wp-six-narrative ('Write a scene, not a summary') rubric: 'A single scene with two characters and real tension', 'At least two lines of correctly punctuated dialogue', 'Pacing: the key moment gets the most words', 'Sensory or concrete detail, not labels', 'An ending that follows from the scene's events'. wp-six-narrative-b (a character walks in certain and walks out having changed their mind) rubric: 'A change of mind the scene earns', 'At least two transition words moving time forward', 'Correctly punctuated dialogue at the turn', 'Concrete detail, not labels'. The grader passes the scene only when every rubric line is met. |
The child writes a real narrative scene, in English or Spanish, on one of two prompts, and a writing grader passes it only when every rubric line is met. Relevant descriptive detail is graded on both ('Sensory or concrete detail, not labels'; 'Concrete detail, not labels'). Narrative techniques are graded: dialogue on both prompts, characterization ('A single scene with two characters and real tension'; 'A change of mind the scene earns'), and sequencing on the second prompt ('At least two transition words moving time forward'). Held PARTIAL for two reasons. First, 'Organize well-structured event sequences' is practiced only in part. Each piece is a single scene of 280 to 700 characters. On the first prompt the only ordering lines are 'Pacing: the key moment gets the most words' and 'An ending that follows from the scene's events'. Second, this writing happens only inside Writing Coach, a paid feature the district enables. It runs only when the grading service is reachable, and a school can switch it off. No row met only through Writing Coach is marked FULL. (18OCT2026 Arkansas build) Blocking clause: Organize well-structured event sequences. |
| 6.W.4.P | PARTIAL | writingCoachQ L4 (Writing Coach) -> WRITE_PROMPTS wp-six-inform, wp-six-narrative, wp-six-narrative-b, wp-six-analyze-b rubric lines + WRITE_FEEDBACK fb-describing-words / fb-detail (older-writer wording), served in WriteBox In the child's own typed paragraph or scene (250-700 characters): the how-to prompt grades 'Three or more precise steps or facts, in a logical order' and 'Domain-specific words used correctly, in a formal style'. The two narrative prompts grade 'Sensory or concrete detail, not labels' and 'Concrete detail, not labels'. The informational-analysis prompt grades 'Two specific details as evidence'. After a failing draft the coach can show 'Choose more precise words — replace a general word with an exact one.' or 'Develop it further — add a specific example, figure, or quotation.', and the child revises once. |
Choosing words and details is graded in the child's own writing, in English or Spanish. Relevant, concrete detail is a rubric line on both narrative prompts ('Sensory or concrete detail, not labels'; 'Concrete detail, not labels') and on the informational-analysis prompt ('Two specific details as evidence'). Precise words are a rubric line on the how-to prompt only ('Three or more precise steps or facts'; 'Domain-specific words used correctly, in a formal style'). On the other prompts, choosing precise words appears only as a coaching tip the grader may pick after a failing draft ('Choose more precise words — replace a general word with an exact one.'). Held PARTIAL: 'Choose precise words, phrases' is graded on one of the eight grade-6 prompts. All of this happens only inside Writing Coach, a paid feature the district enables. It runs only when the grading service is reachable, and a school can switch it off. No row met only through Writing Coach is marked FULL. Grade-6 vocabulary's connotation pairs (which word sounds more positive, 'thrifty' or 'stingy'?) are word-meaning picks, not the child choosing words for his or her own writing, and are not stretched here. (18OCT2026 Arkansas build) Blocking clause: Choose precise words, phrases |
| 6.W.5.P | PARTIAL | writingCoachQ L4 (Writing Coach) -> WRITE_PROMPTS wp-six-inform, wp-six-inform-b, wp-six-argument, wp-six-narrative, wp-six-analyze/-b organization rubric lines, served in WriteBox One typed paragraph or scene (250-700 characters). Introduction, body and conclusion are all rubric lines on the two informational prompts ('An opening that frames the topic' / 'Opens by framing both subjects'; 'Three or more precise steps or facts, in a logical order' / 'Two similarities AND two differences'; 'A closing that says why it matters' / 'A closing that matches player to game'). The school-start argument grades 'A concluding statement that follows from the argument'. The first narrative grades 'An ending that follows from the scene's events'. Both text-analysis prompts grade 'One organized paragraph'. |
Organizing a piece is graded in the child's own writing, in English or Spanish. On the two informational prompts the rubric grades all three parts: an opening that frames the topic, a body of ordered steps (or of two similarities and two differences), and a closing. The school-start argument grades a concluding statement, the first narrative grades an ending that follows from the scene, and the two text-analysis prompts grade 'One organized paragraph'. Held PARTIAL. An introduction, body and conclusion are graded together on only two of the eight grade-6 prompts. The phones argument and the second narrative have no opening or closing line, and reflection is never asked for. Every piece is one paragraph or scene of at most 700 characters, so the parts are sentences, not sections. All of this happens only inside Writing Coach, a paid feature the district enables. It runs only when the grading service is reachable, and a school can switch it off. No row met only through Writing Coach is marked FULL. (18OCT2026 Arkansas build) Blocking clause: constructing an introduction, body, conclusion, and/or reflection when appropriate |
| 6.W.6.P | NOT COVERED | — | Not practiced at grade 6. No grade-6 item shows or names simple, compound, complex or compound-complex sentences. None of the eight grade-6 Writing Coach prompts asks for sentence variety, and no rubric line or coaching tip grades it. Grade-6 grammar practices pronoun case, intensive and vague pronouns, and punctuation around extra information. The nearest practice, combining choppy sentences, is in the grades 3–5 Fix & Improve skill and is not credited here. (18OCT2026 Arkansas build) Blocking clause: Use a variety of sentence types (i.e., simple, compound, complex, compound-complex). |
| 6.W.7.P | PARTIAL | vocabularySaplingQ L6 (TRANSITION_ITEMS, branch 3, about 3 deals in 16); writingCoachQ L4 (Writing Coach) wp-six-inform-b rubric line 3, wp-six-narrative-b rubric line 2, wp-six-argument-b rubric line 3; WRITE_FEEDBACK fb-order (older-writer wording) Vocabulary L6, three options, English and Spanish: 'Which transition connects the sentences best? "It rained hard all morning. ___, the game continued."' (However / Therefore / For example), over six fixed items whose keys are However, As a result, For example, Next, In addition and Otherwise. Writing Coach, in the child's own typed writing: 'Transition words connect the points' (compare prompt), 'At least two transition words moving time forward' (second narrative), 'Cohesive words (because, therefore, however) link claim to reasons' (phones argument). After a failing draft the coach can show 'Check the sequence — add transitions so a new reader can follow each step.' ▶ Play a live item from this skill |
The child chooses transitions in two ways. In grade-6 vocabulary, the child picks the connector that carries the logic between two sentences, over six fixed items in English and Spanish. The six keys show contrast ('However'), cause and effect ('As a result'), example ('For example'), sequence ('Next'), addition ('In addition') and an alternative ('Otherwise'). In Writing Coach, three prompts grade transitions in the child's own writing: 'Transition words connect the points' on the compare prompt, 'At least two transition words moving time forward' on the second narrative, and 'Cohesive words (because, therefore, however) link claim to reasons' on the phones argument. Held PARTIAL. The picks are single words and short phrases placed into sentences the app wrote, and no transition clause is offered or asked for. Signaling a shift from one setting to another is never asked for. Using transitions in the child's own writing happens only inside Writing Coach, a paid feature the district enables. It runs only when the grading service is reachable, and a school can switch it off. (18OCT2026 Arkansas build) Blocking clause: Choose a variety of transition words, phrases, and clauses |
| 6.W.8.P | PARTIAL | writingCoachQ L4 (Writing Coach) -> WRITE_PROMPTS wp-six-argument/-b, wp-six-inform/-b, wp-six-narrative/-b, wp-six-analyze/-b, served in WriteBox Eight grade-6 prompts across four purposes (argue, inform/explain, narrate, analyze a text). Each is a typed paragraph or scene (250-280 character minimum, 700-character cap) judged against its own task-specific rubric, shown above the box. The grader passes it only when every rubric line is met. |
Clear, coherent writing is produced and graded across four purposes, in English or Spanish. The rubric lines change with the task: a claim with evidence for an argument, ordered steps or a comparison for an explanation, dialogue and pacing for a narrative, and a theme or main idea backed by two pieces of evidence for an analysis. Held PARTIAL. None of the eight grade-6 prompts names or varies an audience. An organizing line ('in a logical order', 'Two similarities AND two differences', 'One organized paragraph') appears on four prompts and on neither argument prompt. Style is graded only where a rubric line names it ('Formal style — no slang, no chatty asides'; 'Domain-specific words used correctly, in a formal style'). All of this happens only inside Writing Coach, a paid feature the district enables. It runs only when the grading service is reachable, and a school can switch it off. No row met only through Writing Coach is marked FULL. (18OCT2026 Arkansas build) Blocking clause: appropriate to the task, purpose, and audience |
| 6.W.9.P | PARTIAL | writingCoachQ L4 (Writing Coach) via buildSession (six prompts a round, four on a Gentle Day; deduped by write:<id>) -> WRITE_PROMPTS wp-six-* (8 prompts), served in WriteBox A grade-6 Writing Coach round deals six different prompts (four on a Gentle Day). Each is a typed paragraph or scene of at least 250 characters (280 for the narratives) and at most 700, written and submitted in the same sitting. |
Writing stamina in a single session is practiced. A grade-6 Writing Coach round deals six different prompts (four on a Gentle Day), each a paragraph or scene of 250 to 700 characters, so the child writes several short pieces in one sitting, in English or Spanish. Held PARTIAL. 'Over extended periods of time' is not practiced: every piece is finished in the sitting it starts in, and nothing is returned to or extended later. The 700-character cap keeps each piece to one paragraph, and the grade-6 minimum and cap stay the same however much the child has written before. All of this happens only inside Writing Coach, a paid feature the district enables. It runs only when the grading service is reachable, and a school can switch it off. No row met only through Writing Coach is marked FULL. (18OCT2026 Arkansas build) Blocking clause: over extended periods of time |
| 6.W.10.P | PARTIAL | WriteBox try-again flow (one revision after a failing draft) + WRITE_FEEDBACK grow lines (older-writer wording), writingCoachQ L4 (Writing Coach) The child drafts a paragraph or scene for a named purpose (take a position, explain, compare, write a scene, name a theme or main idea). When the first draft misses the rubric, the box shows up to three pre-written coaching lines in the older-writer wording, for example 'Check for fragments — each sentence needs a subject and a complete verb', 'Develop it further — add a specific example, figure, or quotation' or 'Keep one point of view'. The text stays editable, and the child revises or edits once before the answer is scored. |
Drafting, revising and editing happen on the child's own writing, and each prompt names its purpose. The child drafts. If the draft misses the rubric, the coach shows up to three fixed, human-written tips, and the child gets one more submission, which can be an edit or a full rewrite. The tips cover adding detail or development, staying on topic, ordering steps, explaining reasoning, word choice, capitalization, end punctuation, fragments, spelling, pronoun case and point of view. Held PARTIAL. 'With support and collaboration from peers and adults' is not practiced: the support comes from the app, never from a classmate or an adult. Only one revision is offered, and only after a failing draft, and the app does not track the child's independent writing increasing over time. This happens only inside Writing Coach, a paid feature the district enables. It runs only when the grading service is reachable, and a school can switch it off. No row met only through Writing Coach is marked FULL. (18OCT2026 Arkansas build) Blocking clause: with support and collaboration from peers and adults |
| 6.W.11.P | NOT COVERED | — | Not practiced. The child never adds a heading or a graphic to his or her own writing. The grade-6 writing box takes plain text only, and no prompt or rubric line asks for headings or graphics. Grade-6 Reading does have the child use an author's chart beside a passage ('What does the chart's telegraph bar show that the text states in words?'). That is reading someone else's graphic; it is credited to the reading standards and not stretched here. (18OCT2026 Arkansas build) Blocking clause: Include headings and graphics to clarify information. |
| 6.W.12.P | PARTIAL | writingCoachQ L4 (Writing Coach) wp-six-argument rubric line 4, wp-six-inform rubric line 3, wp-six-narrative / wp-six-narrative-b dialogue-punctuation lines; WriteBox try-again flow + WRITE_FEEDBACK fb-capital / fb-endmark / fb-complete / fb-spelling-close (older-writer wording) Formal style: the school-start argument grades 'Formal style — no slang, no chatty asides', and the how-to explanation grades 'Domain-specific words used correctly, in a formal style'. Conventions: both narrative prompts grade correctly punctuated dialogue. After a failing draft the coach can show 'Check capitalization — sentences and proper nouns begin with a capital letter.', 'Check end punctuation — each sentence needs its closing mark.', 'Check for fragments — each sentence needs a subject and a complete verb.' or 'Proofread for spelling — read it aloud and correct the word that looks wrong.', and the child edits once. |
Formal style is graded in the child's own writing on two of the eight grade-6 prompts: 'Formal style — no slang, no chatty asides' on the school-start argument, and 'Domain-specific words used correctly, in a formal style' on the how-to explanation. Editing for conventions is practiced only in part. After a failing draft, the coach can flag capitalization, end punctuation, fragments or spelling, and the child edits once. But the grader is told not to fail a strong grade 6–8 answer for minor spelling or punctuation slips, so a convention error alone does not send a draft back. The only conventions a rubric line grades are correctly punctuated dialogue, on the two narrative prompts. Nothing is published. Held PARTIAL on 'editing writing to include grade-appropriate conventions for publishing'. All of this happens only inside Writing Coach, a paid feature the district enables. It runs only when the grading service is reachable, and a school can switch it off. No row met only through Writing Coach is marked FULL. (18OCT2026 Arkansas build) Blocking clause: editing writing to include grade-appropriate conventions for publishing |
| 6.W.13.R | NOT COVERED | — | Not practiced. No grade-6 item poses a research question or has the child gather information to answer one. The grade-6 writing prompts draw on the child's own experience, or on a story or informational text the child read outside the app. Grade-6 reading passages are read one at a time to answer multiple-choice questions. (18OCT2026 Arkansas build) Blocking clause: Conduct research to answer a question. |
| 6.W.14.R | NOT COVERED | — | Not practiced at grade 6. No grade-6 item presents a source and asks the child to judge whether it is credible, and the grade-6 argument prompts supply no sources. Grade-6 Reading asks which claim in 'The Case for Quiet Hallways' is not supported with evidence. That judges a claim inside one passage, not a source, and is credited to the reading standards. A website-trust question ('Which question helps you judge if a website's claim is trustworthy?') sits at the top grades K–5 level of the Reading skill and is not credited here. (18OCT2026 Arkansas build) Blocking clause: Assess credible sources. |
| 6.W.15.R | NOT COVERED | — | Not practiced. No grade-6 item has the child quote or paraphrase the data or conclusions of others while crediting the source or author. The informational text-analysis writing prompt asks the child to back a main idea with 'Two specific details as evidence' from a text read outside the app. No rubric line asks for a quotation or a paraphrase, or for the source or author to be credited. That work is credited to the reading-evidence standards and not stretched here. Choosing the best summary of a grade-6 passage is a reading pick, not the child paraphrasing. (18OCT2026 Arkansas build) Blocking clause: Quote or paraphrase data and conclusions, crediting sources and/or authors. |
| 6.W.16.R | NOT COVERED | — | Not practiced. No grade-6 item asks the child to give a title, author, date or any other bibliographic information for a source, and no grade-6 writing rubric line grades it. The two text-analysis prompts ask the child to write about a story or informational text read outside the app without asking for its title or author. (18OCT2026 Arkansas build) Blocking clause: Provide basic and consistent bibliographic information for sources. |
| 6.V.1 | PARTIAL | vocabularySaplingQ L6 (TRANSITION_ITEMS, SAPLING_ROOTS); comprehensionSaplingQ L6 p6-octopus item 3; writingCoachQ L4 wp-six-inform rubric line 3, wp-six-inform-b rubric line 3, wp-six-argument-b rubric line 3 (Writing Coach only); EXPLAIN_PROMPTS xp-unit-rate, xp-expression-parts (Writing Coach only) Vocabulary L6, three options, English and Spanish: 'Which transition connects the sentences best? "It rained hard all morning. ___, the game continued."' (However / Therefore / For example), six items; word-part meanings such as 'What does the root "chron" mean?'. Reading: 'Based on the passage, chromatophores are…'. Writing Coach (typed, AI-graded): a how-to paragraph graded 'Domain-specific words used correctly, in a formal style'; a compare paragraph graded 'Transition words connect the points'; an argument graded 'Cohesive words (because, therefore, however) link claim to reasons'. Short typed math explanations graded 'Uses "per" or "for each" correctly' and on naming the factors and terms of 4(x + 7). ▶ Play a live item from this skill |
Grade-6 vocabulary builds general academic words in English and Spanish, always as a choice among three options. Six transition items ask which connector carries the logic between two sentences ('It rained hard all morning. ___, the game continued.' → However), and 14 word-part items work with academic roots such as chron, spect and -ology. Grade-6 passages ask the meaning of words met in reading, for example the science word 'chromatophores' ('Based on the passage, chromatophores are…'). Choosing the right word is not the same as using it, and Arkansas asks the child to 'Use general academic and content-specific words and phrases accurately'. Accurate use in the child's own words is graded only through Writing Coach, a paid feature the district enables. The how-to prompt grades 'Domain-specific words used correctly, in a formal style', the compare prompt grades 'Transition words connect the points', and the phones-in-class argument grades 'Cohesive words (because, therefore, however) link claim to reasons'. Short written math explanations, through the same feature, grade 'Uses "per" or "for each" correctly' and naming the factors and terms of 4(x + 7). Writing Coach evidence alone is not marked FULL. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: Use general academic and content-specific words and phrases accurately |
| 6.V.2 | PARTIAL | vocabularySaplingQ L6 (SAPLING_ROOTS, part-meaning and whole-word 'decode' forms) Three options, English and Spanish: 'What does the root "aud" mean?' / 'What does the prefix "tele-" mean?' (wrong options are other parts' real meanings), and 'Using its word parts, "audible" means…' (key: loud enough to be heard). Fourteen parts over standalone words; after answering, the explanation breaks the word apart ('tele- (far) + scope (to look)'). ▶ Play a live item from this skill |
Grade-6 vocabulary works with Greek and Latin word parts in English and Spanish: Greek forms such as tele-, bio, graph, chron and -ology, Latin bases such as port, dict, aud and spect, the prefixes re-, sub- and anti-, and the suffix -ify. One of the 14 parts, -less, is English rather than Greek or Latin. The child picks what a part means ('What does the root "aud" mean?') or uses the parts to pick what a whole word means ('Using its word parts, "audible" means…' → loud enough to be heard). The explanation then breaks the word apart ('tele- (far) + scope (to look)'). That is knowledge of word parts put to work on meaning. Arkansas asks the child to 'Decode and encode words' with that knowledge. No grade-6 item has the child read a word aloud, sound out a long word by its parts, or spell one, and connecting parts ('connectives') are not taught. The Spelling skill belongs to grades 3–5 and has no grade-6 level. All items are three-option picks of standalone words. (18OCT2026 Arkansas build) Blocking clause: Decode and encode words |
| 6.V.3 | PARTIAL | vocabularySaplingQ L6 (SAPLING_ROOTS meaning and decode forms; wordRelationsQ WORD_RELS, about 1 deal in 4); comprehensionSaplingQ L6 (p6-octopus item 3, p6-secondlap item 3, p6-ponyexpress item 3) Vocabulary L6, three options, English and Spanish: 'What does the root "aud" mean?'; 'Using its word parts, "audible" means…'; 'What relationship joins "cello" and "instrument"?' (cause and effect / part and whole / item and category) over nine pairs. Reading L6: 'Based on the passage, chromatophores are…'; "In this passage, 'rehearsed' most nearly means…"; "The text says the riders were 'beaten not by faster horses, but by a wire.' What does that FIGURE of speech mean here?". ▶ Play a live item from this skill |
Arkansas lists five techniques. Morphology: grade-6 vocabulary covers 14 word parts (tele-, port, dict, -ology, aud, bio, -less, anti-, graph, re-, spect, -ify, sub- and chron; -less is English, not Greek or Latin). The child picks a part's meaning or a whole word's meaning from its parts ('Using its word parts, "audible" means…'), always with standalone words. Context: the child picks a word's meaning from the grade-6 passage around it. 'Chromatophores' is defined beside the word ('tiny sacs of pigment called chromatophores'), and 'rehearsed' is fixed by 'rehearsed the first lap in his head all week'. One phrase, 'beaten not by faster horses, but by a wire', is read the same way. Word relationships: 'What relationship joins "cello" and "instrument"?' over nine pairs, choosing among cause and effect, part and whole, and item and category, Arkansas's three examples. The explanation, not the child, then uses the relationship to clarify the word. Etymology: no grade-6 item asks where a word comes from. Reference materials: no grade-6 item uses a dictionary or glossary or asks for a pronunciation or part of speech. Multiple-meaning words do not appear at grade 6, and the app, not the child, chooses which technique each item uses. All are three-option picks, in English and Spanish. (18OCT2026 Arkansas build) Blocking clause: Trace the origins of words (i.e., etymology) |
| 6.V.4 | PARTIAL | vocabularySaplingQ L6 CONNOTATION_PAIRS branch (about 3 deals in 16) 'Both words can describe the same behavior. Which has the more NEGATIVE connotation: "thrifty" or "stingy"?' (or POSITIVE), three options: the two words and 'they feel exactly the same'. Eight pairs, English and Spanish (native Spanish pairs such as tacaño/ahorrador). Explanation after answering: 'Denotation: the two mean nearly the same thing. Connotation: "thrifty" sounds like praise and "stingy" like criticism'. ▶ Play a live item from this skill |
Grade-6 vocabulary sets two words with similar meanings side by side and asks about their feel: 'Both words can describe the same behavior. Which has the more NEGATIVE connotation: "thrifty" or "stingy"?' The third option is 'they feel exactly the same', and the explanation names the split ('Denotation: the two mean nearly the same thing. Connotation: "thrifty" sounds like praise and "stingy" like criticism'). There are eight pairs (thrifty/stingy, confident/arrogant, curious/nosy, determined/stubborn, relaxed/lazy, youthful/childish, bold/reckless, selective/picky). Each is asked as more positive or more negative, in English and Spanish, with native Spanish pairs. The child weighs connotation directly, and Arkansas's 'two words' matches the item. Held PARTIAL on two points of the Arkansas wording. First, the question itself tells the child the two words share a meaning, so the child never has to recognize that two words have similar denotations. Second, the only difference judged is praise against criticism; nuances of degree or register (how much stronger or more formal one word is) are never asked. The pairs are standalone words, not met in a passage. (18OCT2026 Arkansas build) Blocking clause: and nuances impact the words’ meanings |
| 6.V.5 | PARTIAL | comprehensionSaplingQ L6 (p6-static item 3; p6-lanterngirl item 2; p6-ponyexpress item 3; p6-storm item 3) Reading, three options, English and Spanish, each a fixed question on a grade-6 passage: "The comparison 'like a held breath' makes Saturn feel…" (still, fragile, and worth not disturbing); "What does the detail that money 'was shirts' reveal about the family's world?" (piecework done at home); "…'beaten not by faster horses, but by a wire.' What does that FIGURE of speech mean here?"; 'How do the TONES of the two passages compare?' (A is warm and personal; B is neutral and factual). ▶ Play a live item from this skill |
One grade-6 reading item asks directly how a word choice works in a text: "The comparison 'like a held breath' makes Saturn feel…" on the story 'Static' (key: still, fragile, and worth not disturbing). Two more ask what a figurative choice means in its passage: what money that 'was shirts' reveals (piecework done at home), and what 'beaten not by faster horses, but by a wire' means (a new technology ended the Pony Express). Those ask for the meaning a phrase carries, not how the choice contributes to the text. A third, added on 31 Oct 2026 and not yet audited as evidence, asks what Grandpa means when he says the dough 'answers' in 'Enough of Each'. Tone is asked on a journal entry paired with a news brief ('How do the TONES of the two passages compare?' → A is warm and personal; B is neutral and factual), and in the same words on a science-magazine article paired with a travel journal, added on 31 Oct 2026 and not yet audited as evidence. Neither question asks which words build the tone; on the storm pair only the explanation points to the returning light being called 'rude'. Style is never asked at grade 6. All are fixed three-option picks, in English and Spanish. Held PARTIAL because Arkansas's 'how word choice contributes to the meaning, style, and/or tone of a text' rests on a single direct item. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: how word choice contributes to the meaning, style, and/or tone of a text |
| 6.V.6 | PARTIAL | comprehensionSaplingQ L6 (p6-static item 3, p6-lanterngirl item 2, p6-ponyexpress item 3) Reading, three options, English and Spanish: "The comparison 'like a held breath' makes Saturn feel…" (still, fragile, and worth not disturbing); "What does the detail that money 'was shirts' reveal about the family's world?" (piecework done at home); "The text says the riders were 'beaten not by faster horses, but by a wire.' What does that FIGURE of speech mean here?" (a new technology, not a rival service, ended the Pony Express). Wrong options are literal misreadings. ▶ Play a live item from this skill |
The child interprets a figure of speech in its grade-6 passage on three audited fixed items, in English and Spanish. They are the simile 'like a held breath' in 'Static' (still, fragile, and worth not disturbing), the metaphor 'money was shirts' in 'The Lantern Schedule' (piecework done at home), and 'beaten not by faster horses, but by a wire' in the Pony Express passage (a new technology, not a rival service, ended it). The wrong options read the figure literally, so the child has to read it in context. A fourth item, added on 31 Oct 2026 and not yet audited as evidence, asks what Grandpa means when he says the dough 'answers' in 'Enough of Each'. Arkansas names two figures that no audited grade-6 item asks about. Personification appears in the passages (Saturn 'cooperating', thunder that 'played percussion', a kitchen light that 'felt rude'), but no audited question asks the child to interpret it. No grade-6 passage carries an extended metaphor. Personification items exist in the Figurative Language skill, which belongs to grades 3–5 and is not credited at grade 6. The row stays at its audited verdict until a refute-first two-auditor re-check counts the new items. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: including extended metaphor and personification |
| 6.CC.1.SLC | NOT COVERED | — | Not practiced. The app holds no peer, small-group or teacher-led discussion, so the child never expresses ideas in a collaborative setting or uses discussion strategies. Acorn Duel is a turn-taking quiz; its two-device mode passes only scores and six emoji cheers, with no free text by design. Play Together and Teach-Back are grown-up-and-child activities on one device. Their job cards ('Grown-up: ask “how do you know?”', 'Say: …') prompt talk away from the screen, but the app does not capture or check that talk, so it is not credited. (18OCT2026 Arkansas build) Blocking clause: Express ideas in a collaborative setting, using effective discussion strategies. |
| 6.CC.2.SLC | NOT COVERED | — | Not practiced. There is no discussion to come prepared to, and the child never gathers evidence beforehand. Grade-6 reading does ask the child to pick evidence inside a printed passage ('Which piece of evidence SUPPORTS the claim?' on 'The Case for Quiet Hallways'). That is reading work, credited to the Arkansas reading rows, not preparation for a discussion. (18OCT2026 Arkansas build) Blocking clause: Come to discussions prepared, referring to gathered evidence on the topic, text, or issue. |
| 6.CC.3.SLC | NOT COVERED | — | Not practiced. The child never takes part in a collegial discussion of any of the three kinds Arkansas lists (one-on-one, in small groups, teacher-led), so discussion rules, goals, deadlines and individual roles are never set or followed. Acorn Duel's turn order is a game rule on a quiz, not a rule for discussion. (18OCT2026 Arkansas build) Blocking clause: Follow rules for collegial discussions, setting specific goals and deadlines and defining individual roles. |
| 6.CC.4.SLC | NOT COVERED | — | Not practiced. No collaborative discussion exists for the child to build on. Teach-Back's challenge card tells the child to ask the grown-up 'Why does that work?' after a practice problem, but that is a fixed script about a skill, and the app does not capture the exchange. The Question Jar lets a child type any question she wonders for a grown-up to open later, but it is not tied to a topic, text or issue under discussion, and the app never sees the conversation that follows. Neither is credited. (18OCT2026 Arkansas build) Blocking clause: Build upon ideas in collaborative discussions, asking questions relevant to the topic, text, or issue. |
| 6.CC.5.SLC | NOT COVERED | — | Not practiced as a speaking-and-listening standard. The child never contributes to a discussion. In Play Together, a job card tells the grown-up to 'ask “how do you know?”' or 'ask them to say it another way', but the child's spoken answer is not captured or checked, so it is not credited. Answering questions about a Grade-6 passage happens by picking from three options. That is reading work, credited to the Arkansas reading rows, not stretched here. (18OCT2026 Arkansas build) Blocking clause: Contribute to the topic, text, or issue, responding to questions with relevant information. |
| 6.CC.6.SLC | NOT COVERED | — | Not practiced. No item asks the child to paraphrase anyone's perspective, in speech or writing. The nearest Grade-6 work is a paired passage such as 'Two Views of the Storm', where Leo's journal sits beside a town news brief about the same outage. The child picks how the two differ in purpose ('A shares one person's experience; B reports facts for the public') and tone, which detail appears in both, and what only Passage B tells. Those are 3-option picks about printed texts, not paraphrases of perspectives heard in discussion. That reading work belongs to the Arkansas reading rows and is not stretched here. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: Paraphrase multiple perspectives. |
| 6.CC.7.SLC | PARTIAL | comprehensionSaplingQ L6 (p6-ponyexpress items 0 and 1; visual kind 'histogram') The child reads 'Ten Days to California' beside a rendered bar chart of delivery days (Stagecoach 25, Pony Express 10, Telegraph 1) and picks from three options: 'Using the CHART together with the text, about how many days did the Pony Express save over the stagecoach?' (about 15 days) and 'What does the chart's telegraph bar show that the text states in words?' (the telegraph made the other methods' times irrelevant). ▶ Play a live item from this skill |
One Grade-6 passage carries a chart. 'Ten Days to California' (the Pony Express) has a rendered bar chart of how long a message took by each method: stagecoach 25 days, Pony Express 10, telegraph 1. Two of the passage's four questions need the chart. The first is 'Using the CHART together with the text, about how many days did the Pony Express save over the stagecoach?' The answer is about 15 days; the 25-day figure is only in the chart, because the text says 'a month'. The second is 'What does the chart's telegraph bar show that the text states in words?' The answer is that the telegraph made the other methods' times irrelevant. Both are picked from three options, in English or Spanish. How the chart adds to the words is stated only in the explanation shown after the answer ('the visual makes the text's “minutes, not days” point at a glance'). Held PARTIAL for two reasons. First, 'Describe how non-textual information enhances the understanding' is met only by choosing an answer; the child never describes it. Second, one chart on one passage carries all of this work, about 1 in 24 Grade-6 reading questions. None of the other eleven Grade-6 passages has a chart, image or other visual. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: Describe how non-textual information enhances the understanding |
| 6.CC.8.SLC | NOT COVERED | — | Not practiced as a listening standard. Grade-6 reading asks the child to pick the author's claim, the evidence that supports it, and the claim with no evidence behind it ('Every student would earn better grades') in 'The Case for Quiet Hallways'. That argument is a printed passage the child reads; no speaker delivers it. Grade-6 passages are not narrated automatically. An optional 'Read to me' button can voice the printed text, but that does not make it a speaker's argument. That reading work is credited to the Arkansas reading rows and not stretched here. (18OCT2026 Arkansas build) Blocking clause: Identify a speaker's argument and supporting claims, distinguishing between claims that are supported by evidence from those not supported by evidence. |
| 6.CC.9.P | NOT COVERED | — | Not practiced. The child never presents claims and evidence to an audience. With Writing Coach on (a district-enabled paid feature), the child types an argument paragraph graded on 'A clear, arguable claim' and 'Two distinct pieces of evidence or reasoning'. That is writing, credited to the Arkansas writing rows, not a presentation. (18OCT2026 Arkansas build) Blocking clause: Present claims and evidence. |
| 6.CC.10.P | NOT COVERED | — | Not practiced as a presentation standard. The child never plans or gives a talk, so ideas are never sequenced for an audience. With Writing Coach on (a district-enabled paid feature), one Grade-6 explain prompt grades 'Three or more precise steps or facts, in a logical order' in the child's own typed paragraph. That is written organization, credited to the Arkansas writing rows, and is not stretched to this Presentation row. (18OCT2026 Arkansas build) Blocking clause: Sequence ideas logically. |
| 6.CC.11.P | NOT COVERED | — | Not practiced as a presentation standard. The child never presents, so descriptions, facts and details are never used to support central ideas or themes in a talk. The related work is in reading and writing. Grade-6 reading items ask the child to pick a detail that supports a claim ('Which detail supports the claim that the disguise happens fast?'). With Writing Coach on (a district-enabled paid feature), the two analysis prompts grade 'Two specific moments as evidence' for a theme and 'Two specific details as evidence' for a main idea. That work is credited to the Arkansas reading and writing rows and not stretched here. (18OCT2026 Arkansas build) Blocking clause: Use accurate descriptions, facts, and/or details to support central ideas and/or themes. |
| 6.CC.12.P | NOT COVERED | — | Not practiced. The child never builds a presentation, so multimedia and visuals are never added to one. The Grade-6 writing box is a plain text field, so the child cannot include a chart, image or other media in writing either. (18OCT2026 Arkansas build) Blocking clause: Include multimedia and visuals to clarify information. |
| 6.CC.13.P | NOT COVERED | — | Not practiced. The app never prompts or checks eye contact, volume or pronunciation when the child speaks to an audience. Its read-aloud features use early-grade decodable passages. Reading Buddy lights up the words the device hears and keeps no score or fluency grade. Echo Me ends with the child reading a passage to a grown-up, who is the only judge, and nothing is recorded. Teach-Back has the child say cue-card lines to a grown-up or sibling, who then taps to confirm they were taught. None of these asks for eye contact, adequate volume or clear pronunciation in consideration of the audience. (18OCT2026 Arkansas build) Blocking clause: Use eye contact, adequate volume, and clear pronunciation in consideration of the audience. |
| 6.CC.14.P | NOT COVERED | — | Not practiced as speech. Arkansas places this row under Presentation. The child never presents or speaks to an audience, so command of standard English in speaking is never shown. Standard English is practiced elsewhere. In Grade-6 grammar, the child picks the sentence that uses a pronoun correctly ('My brother and I built the fort.'). With Writing Coach on (a district-enabled paid feature), one argument prompt grades 'Formal style — no slang, no chatty asides'. That work is credited to the Arkansas Language and Writing rows and not stretched to speech. (18OCT2026 Arkansas build) Blocking clause: Demonstrate command of standard English when indicated or appropriate. |
| 6.CC.15.P | NOT COVERED | — | Not practiced. No item asks the child to learn or recite a passage from a well-known poem, play or speech, and nothing in the app listens to a recitation. The twelve Grade-6 reading passages are stories and informational or argument texts; none is a poem, a play or a speech. The app's read-aloud features (Reading Buddy, Echo Me) use early-grade decodable passages, not recitation. Arizona's Grade-6 standards have no recitation row, so no Arizona row is the twin. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: Recite a passage from a well-known poem, play, or speech. |
| 6.L.1.S | NOT COVERED | — | Not practiced at grade 6. Grade-6 grammar deals two families: pronoun items and the punctuation of extra information. One pronoun item puts a pronoun in the object slot ('The coach chose Maya and me for the relay.'), and its explanation says 'an object of the verb takes the OBJECT case'. There the child is choosing pronoun case, not finding or using a noun as a direct object. No grade-6 item, Writing Coach rubric line or coaching note names direct objects. Arizona's grade-6 standards have no matching row. (18OCT2026 Arkansas build) Blocking clause: Use nouns effectively: • Direct objects |
| 6.L.2.S | PARTIAL | grammarSaplingQ L6 (PRONOUN_ITEMS 'intensive', inside the pronoun family dealt about 1 deal in 3) Grammar L6, three options, English and Spanish: 'Which sentence uses an INTENSIVE pronoun to add emphasis?' (key 'The mayor herself answered our letter.' against 'The mayor answered our letter to her.' and 'She answered the letter quickly.'; Spanish 'La alcaldesa misma respondió nuestra carta.'). |
Intensive pronouns: grade-6 grammar asks 'Which sentence uses an INTENSIVE pronoun to add emphasis?' (key 'The mayor herself answered our letter.'), in English and Spanish. It was one fixed item at audit; two more, added on 31 Oct 2026 and not yet audited as evidence, ask the same question with the keys 'The cook herself tasted every dish.' and 'We painted the class banner ourselves.' In each, the child picks the sentence that has one but never uses an intensive pronoun in his or her own writing, while Arkansas's verb is 'Use'. Reflexive and relative pronouns: no audited grade-6 item asks about either; the two new intensive items set a reflexive pronoun ('burned herself', 'prepared ourselves') beside the intensive one as a wrong option and name it reflexive in the explanation. The relative pronoun 'who' sits inside a grade-6 punctuation sentence ('My uncle, who lives in Denver, collects maps.'), but there the task is the commas. Relative-pronoun items ('Pick the sentence that uses a RELATIVE pronoun correctly.') are in the grades 3–5 Grammar skill, and a reflexive item is in the K–2 Build a Sentence skill. Neither is credited at grade 6. No grade-6 Writing Coach rubric line or coaching note grades any of these pronouns. The row stays at its audited verdict until a refute-first two-auditor re-check counts the new items. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: reflexive pronouns • Relative pronouns |
| 6.L.3.S | PARTIAL | grammarSaplingQ L6 (PRONOUN_ITEMS 'vague'); writingCoachQ L4 wp-six-argument-b rubric line 4 + WriteBox feedback fb-pronoun-shift (Writing Coach only) Grammar L6, three options, English and Spanish: "Why is this sentence UNCLEAR? 'When Leo met Sam, he was late.'" (key: 'he' could mean Leo or Sam — the pronoun's antecedent is vague). Writing Coach: the phones-in-class argument prompt says 'Keep your pronouns steady — no drifting from 'I' to 'you'' and its rubric grades 'Consistent point of view — pronouns do not drift'; the coach can return 'Keep one point of view — if the piece starts with 'I', don't drift into 'you' halfway through.' |
Clear antecedent: grade-6 grammar asks "Why is this sentence UNCLEAR? 'When Leo met Sam, he was late.'" and the child picks the diagnosis ('he' could mean Leo or Sam, so the antecedent is vague), in English and Spanish. It was one fixed item at audit; three more vague-pronoun items were added on 31 Oct 2026 and have not been audited as evidence. In the audited item, the corrected sentence ('Leo was late when he met Sam.') appears only in the explanation, and nothing checks antecedents in the child's own writing. Person: the phones-in-class argument prompt tells the child to keep pronouns steady, with 'no drifting from 'I' to 'you'', and grades 'Consistent point of view — pronouns do not drift'. The coach can also return 'Keep one point of view'. That runs only through Writing Coach, a paid feature the district enables. Number: no grade-6 item, rubric line or coaching note deals with a pronoun agreeing in number with its antecedent. A pronoun-consistency item ('Pick the version where the pronouns stay CONSISTENT.') sits in the grades 3–5 Grammar skill and is not credited at grade 6. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: appropriate in number |
| 6.L.4.S | NOT COVERED | — | Not practiced at grade 6. Grade-6 grammar deals only pronoun items and the punctuation of extra information, and no grade-6 Writing Coach rubric line grades verb tense, mood, agreement or linking verbs. The coach can flag a fragment in the child's draft ('Check for fragments — each sentence needs a subject and a complete verb'). That is a flag, not practice of any of Arkansas's four verb topics. Items on the past perfect ('Which sentence is written in the past perfect?'), linking verbs ('Choose the linking verb: The soup is hot.') and subject/verb agreement sit in the grades 3–5 Grammar skill and are not credited at grade 6. No grade-6 item addresses shifts in verb mood. Arizona's grade-6 standards have no matching row. (18OCT2026 Arkansas build) Blocking clause: Use verbs effectively: • Perfect verb tenses • Shifts in mood • Subject/verb agreement • Linking/be verbs |
| 6.L.5.S | NOT COVERED | — | Not practiced at grade 6. No grade-6 item, Writing Coach rubric line or coaching note asks about proper adjectives or predicate adjectives. The coach's capitalization flag names sentences and proper nouns ('Check capitalization — sentences and proper nouns begin with a capital letter'), not proper adjectives, and it is a flag, not a graded line. A proper-adjective item ('Pick the sentence that capitalizes the PROPER ADJECTIVE correctly.') sits in the grades 3–5 Grammar skill and is not credited at grade 6. Arizona's grade-6 standards have no matching row. (18OCT2026 Arkansas build) Blocking clause: Use modifiers effectively: • Proper adjectives • Predicate adjectives |
| 6.L.6.S | PARTIAL | vocabularySaplingQ L6 TRANSITION_ITEMS branch (about 3 deals in 16); writingCoachQ L4 wp-six-argument-b rubric line 3, wp-six-inform-b rubric line 3, wp-six-narrative-b rubric line 2 (Writing Coach only) Vocabulary L6, three options, English and Spanish: 'Which transition connects the sentences best? "It rained hard all morning. ___, the game continued."' (However / Therefore / For example), six fixed items whose keys are However, As a result, For example, Next, In addition, Otherwise. Writing Coach: the child's typed argument graded 'Cohesive words (because, therefore, however) link claim to reasons'; compare paragraph graded 'Transition words connect the points'; scene graded 'At least two transition words moving time forward'. ▶ Play a live item from this skill |
No grade-6 item or rubric line asks the child to produce a compound-complex sentence, and sentence structure itself is never the target. Two of the listed tools are practiced. In grade-6 vocabulary, the child picks the connector that joins two sentences by their logic, over six fixed items in English and Spanish ('It rained hard all morning. ___, the game continued.' → However). The other keys are As a result, For example, Next, In addition and Otherwise. These are conjunctive adverbs and transitional phrases. The child chooses them rather than writing them, and each one links two separate sentences, not clauses inside one sentence. In Writing Coach, a paid feature the district enables, the phones-in-class argument is graded on 'Cohesive words (because, therefore, however) link claim to reasons', and the compare and narrative prompts grade transition words. So the child's own writing is graded on linking words: one subordinating conjunction (because) and two conjunctive adverbs (therefore, however) are named. Any one of them meets the line, so a dependent clause is never required. Correlative and coordinating conjunctions are not asked for or graded at grade 6. Items on 'either … or' and on a comma before a joining word sit in the grades 3–5 Grammar skill and are not credited here. (18OCT2026 Arkansas build) Blocking clause: Produce compound-complex sentences |
| 6.L.7.C | PARTIAL | grammarSaplingQ L6 (NONRESTRICT, pick-the-punctuation and find-the-extra-part forms, about 2 deals in 3) Grammar L6, three options, English and Spanish, over twelve fixed sentences: 'Which sentence punctuates the EXTRA information correctly?' (key with paired commas, dashes or parentheses, against a mark that opens and never closes or closes without opening); 'In the sentence "Our coach, a former sprinter, times every lap.", which part is EXTRA (nonessential) information?'. |
Grade-6 grammar works with commas, dashes and parentheses around extra information in twelve fixed sentences, in English and Spanish, eight of them added on 31 Oct 2026; for example 'My uncle, who lives in Denver, collects maps.', 'The recipe — an old family secret — takes three days.', 'Saturn (the sixth planet) has visible rings.' and 'Our coach, a former sprinter, times every lap.' The child either picks the sentence that punctuates the extra information correctly (the wrong ones open a mark and never close it, or close one that never opened) or picks which part is the nonessential information. This is recognition. Arkansas's verb is 'Set off', the child never punctuates a sentence, and no grade-6 rubric line grades these marks in the child's own writing. Restrictive elements never appear: every set-off part in the twelve sentences is nonessential, and no item shows a restrictive clause or phrase, the kind that takes no commas. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: Set off restrictive, nonrestrictive, and parenthetical elements |
| 6.L.8.C | PARTIAL | grammarSaplingQ L6 (NONRESTRICT items with commas: 'My uncle, who lives in Denver, collects maps.', 'Our coach, a former sprinter, times every lap.') Grammar L6, three options, English and Spanish: pick the sentence whose commas correctly set off the clause or phrase ('My uncle, who lives in Denver, collects maps.' against 'My uncle, who lives in Denver collects maps.'), or pick which part is the extra information. Six of the twelve sentences use commas; the others use dashes and parentheses. |
Phrases and clauses: grade-6 punctuation items set off a clause ('My uncle, who lives in Denver, collects maps.') and a phrase ('Our coach, a former sprinter, times every lap.') with paired commas. The child picks the correctly punctuated sentence or the extra part, in English and Spanish; the other sentences in that set use dashes and parentheses (six of the twelve use commas, and eight of the twelve were added on 31 Oct 2026). This is recognition only: Arkansas's verb is 'Use', and no grade-6 rubric line grades commas in the child's own writing. Series and direct address: no grade-6 item asks about either. Comma-in-a-list items and a direct-address item ('Which sentence uses the comma correctly to speak TO someone?') sit in the grades 3–5 Grammar skill and are not credited at grade 6. (18OCT2026 Arkansas build; note refreshed 31OCT2026) Blocking clause: Use commas to set off series, phrases and clauses, and direct address |
| 6.L.9.C | PARTIAL | writingCoachQ L4 wp-six-narrative rubric line 2, wp-six-narrative-b rubric line 3 (Writing Coach only) Writing Coach: the child types a scene. 'Write a scene, not a summary: two characters, one moment of tension, at least two lines of dialogue punctuated correctly.' graded 'At least two lines of correctly punctuated dialogue'; the change-of-mind scene graded 'Correctly punctuated dialogue at the turn'. An AI judge grades the rubric. |
Dialogue: both grade-6 narrative prompts ask for punctuated dialogue in the child's own typed scene. The rubric grades 'At least two lines of correctly punctuated dialogue' and 'Correctly punctuated dialogue at the turn'. That runs only through Writing Coach, a paid feature the district enables, and the grader is told not to fail a strong middle-school answer for minor punctuation slips. Quotes and titles: no grade-6 item or rubric line asks the child to put quotation marks around words quoted from a text or around a title. The analyze prompts ask for 'two specific moments' or 'two specific details', not for quoted words. Items on punctuating a quote and a story title ('Which sentence punctuates the story title correctly?') sit in the grades 3–5 Grammar skill and are not credited at grade 6. Writing Coach evidence alone is not marked FULL. (18OCT2026 Arkansas build) Blocking clause: quotes, and titles |
| 6.L.10.C | NOT COVERED | — | Not practiced at grade 6. The Spelling skill belongs to grades 3–5 and has no grade-6 level, and spelling-rule items (doubling a consonant, dropping a final e) sit in the grades 3–5 Grammar skill. Neither is credited at grade 6. Grade-6 vocabulary teaches meaningful word parts for meaning, not spelling: the child never spells a word built from them. In Writing Coach, a paid feature the district enables, no grade-6 rubric line grades spelling, and the grader is told not to fail a strong middle-school answer for minor spelling slips. The coach can flag a misspelling ('Proofread for spelling — read it aloud and correct the word that looks wrong'), but a flag is not practice of spelling patterns, syllable patterns or ending rules. (18OCT2026 Arkansas build) Blocking clause: Use knowledge of reading foundational skills, spelling patterns, and generalizations such as syllable patterns, ending rules, and meaningful word parts (i.e., morphology) to spell correctly. |
These are the rulings the adversarial passes changed, kept in the open: a report that never shows its corrections is asking to be trusted on faith.
| Code | Change | Reason |
|---|---|---|
| 6.PR.2 | Arizona twin (by meaning): 6.RP.A.3 PARTIAL → Arkansas: FULL | Arkansas asks the child to calculate unit rates, including unit pricing and constant speed. Ratios Level 6 practices both, in English and Spanish. Unit pricing, about a quarter of Level 6: '5 notebooks cost $12.50. What is the price per notebook?' The child divides the total by the count, with prices that include half dollars, and picks $2.50 from three choices. The other two are the total ($12.50) and a larger total ($17.50). The explanation says '"Per notebook" means for ONE' and that 'per' signals division. Constant speed, about a quarter of Level 6: 'A train travels 120 miles in 2 hours at |
| 6.PR.5 | Arizona twin (by meaning): 6.RP.A.3 PARTIAL → Arkansas: FULL | Arkansas asks the child to find a percent of a quantity as a rate per 100, and to solve problems that find the whole from a part and the percent. Both are practiced, picked from three, in English and Spanish. Percents Level 5 asks questions like 'What is 35% of 120?', with the percent an odd multiple of 5 and the quantity a multiple of 20. The explanation reads the percent as a rate per 100: '35% means 35 for every 100 — that is, 35/100 × 120 = 42'. It also names the per-10 slip. Half of Percents Level 6 asks questions like '24 is 40% of a number. What is the number?'. Its explanation goes thr |
| 6.ALG.1 | Arizona twin (by meaning): 6.EE.A.2 PARTIAL; 6.EE.B.6 PARTIAL → Arkansas: FULL | Arkansas asks the child to read and write expressions in which letters stand for numbers, in real-world or mathematical problems. Both are practiced at Expressions Level 3, in English and Spanish. Write: in half of live Level 3 items the child types the expression. One prompt is mathematical: 'Write the expression: "5 less than twice a number n"' → 2n − 5. The other is real-world: 'Each ticket costs $4 and you pay a flat $3 for shipping. Write the expression for the cost of b tickets.' → 4b + 3. Answers are judged by equivalence, so commuted forms count and 5 − 2n is refused. Read: the other l |
| 6.ALG.4 | Arizona twin (by meaning): 6.EE.A.3 FULL → Arkansas: PARTIAL | Arkansas clause not practiced: the associative, commutative, ... and identity properties. Arkansas asks the child to generate equivalent expressions by applying the associative, commutative, distributive and identity properties. At Expressions Level 4 the child generates equivalent expressions by typing them in half of live items, in English and Spanish. The other live half, and all paper items, are picked from three. Distributive property: 'Write 4(x + 3) WITHOUT parentheses' → 4x + 12. Any bracket is refused, and so is the given form typed back. Combining like terms: 'Write 5x + 2x with the like terms combined' → 7x, one term only. Not practiced: the associative, commutative and |
| 6.ALG.5 | Arizona twin (by meaning): 6.EE.A.4 PARTIAL → Arkansas: FULL | Arkansas asks the child to identify when two expressions are equivalent by using properties of operations, including like terms. At Expressions Level 4 the child does this by choosing from three, in English and Spanish, in half of live items and in all paper items. 'Which expression is equivalent to 4(x + 3)?' is keyed 4x + 12, beside two of five named slips (4x + 3, 7x, x + 12, 4x + 12x, 12x + 4). The explanation applies the distributive property: 'Distribute the 4 to BOTH addends.' 'Combine like terms: 5x + 2x = ?' is keyed 7x, beside 7x² and 10x. That explanation counts like terms and says |
| 6.ALG.8 | Arizona twin (by meaning): 6.EE.B.8 FULL → Arkansas: PARTIAL | Arkansas clause not practiced: solve ... one-step inequalities. Arkansas asks the child to write, solve and graph one-step inequalities in real-world and mathematical problems. Write: in half of live Inequalities Level 1 items the child types the inequality for a real-world condition, in four forms. 'MORE than 48 inches tall' → h > 48, 'AT MOST c people' → p ≤ c, 'AT LEAST c points' → s ≥ c and 'LESS than $18 left' → d < 18. The checker refuses the wrong direction and a swap between strict and inclusive signs. The other Level 1 items pick h > c or d < c from three. Graph: in about a quarter of live Level 3 items the child builds the solution set of x > c, |
| 6.SP.1 | Arizona twin (by meaning): 6.SP.A.1 FULL → Arkansas: PARTIAL | Arkansas clause not practiced: write simple statistical questions that allow variable responses. Statistics Level 1 has the child tell statistical from non-statistical questions in four ways, over a bank of seven pairs in English and Spanish. One pair is 'How many minutes do the students in your class spend on homework?' beside 'How many minutes did YOU spend on homework last night?'. The child picks the statistical question and picks the one that is not statistical. The child also picks the question everyone surveyed would answer the same way, and picks why a given question is statistical ('The answers vary from person to person'). Not practiced: 'write simple statistical questions that |
| 6.SP.2 | Arizona twin (by meaning): 6.SP.B.5 PARTIAL; 6.SP.A.3 FULL → Arkansas: PARTIAL | Arkansas clause not practiced: any measure of center (mean, median, and mode) of a numerical data set. Statistics Level 2 has the child calculate the mean, the median and the mode of five-value sets. They are typed on a number pad in about half of interactive deals; paper practice and the placement check stay multiple choice. Interpreting is practiced for the mean and the median. At Levels 3-4 the child picks which measure best describes a typical house or quiz time when one value is far off, and which measure the outlier drags. The explanations say the mean 'adds every value' and the median 'stays at the true middle'. The mode is read off a dot plot as 'the most common value'. In English and S |
| 6.SP.5 | Arizona twin (by meaning): 6.SP.B.5 PARTIAL; 6.SP.A.3 FULL → Arkansas: FULL | Arkansas names two measures of variation, the range and the interquartile range, to calculate and to interpret. Calculating: Statistics Level 2 finds the range of five values, typed on a number pad in about half of interactive deals. In one Level 4 deal in four, the child types a range, a mean absolute deviation or an interquartile range. The IQR comes from seven ordered values ('Ordered data: 5, 8, 10, 12, 14, 18, 21. What is the interquartile range (IQR)?'). At Level 5 the range and the IQR are read off a drawn box plot, and each is offered as the wrong answer for the other. Interpreting: at |
| 6.SP.6 | Arizona twin (by meaning): 6.SP.B.5 PARTIAL → Arkansas: NOT COVERED | Arkansas clause not practiced: Determine which measure of variation (range or interquartile range) is more appropriate to describe the shape; justify the choice. Not practiced: 'Determine which measure of variation (range or interquartile range) is more appropriate to describe the shape; justify the choice.' The child calculates the range and the interquartile range as separate items at Statistics Levels 2, 4 and 5. The choice of a measure of CENTER is asked at Levels 3-4. No item asks which measure of variation fits a data set. The idea that an outlier stretches the range while the IQR 'looks at the middle 50%' appears only in the explanation after an IQR item. (18OCT2026 Arkansas build) |
| 6.SP.9 | Arizona twin (by meaning): 6.SP.B.4 PARTIAL → Arkansas: FULL | At Statistics Level 5 the child interprets a drawn box plot of a named data set (quiz scores, laps run, pages read or minutes practiced) to answer one of four questions about it: the median, the range, the interquartile range, or what share of the data lies inside the box. The wrong answers are the box plot's other features, so the child must tell them apart: the quartiles are offered for the median, the IQR for the range and the range for the IQR. The explanations name each part ('The bar INSIDE the box marks the median'; the box 'holds the middle HALF of the data'). In English and Spanish. W |
| 7.PR.3 | Arizona twin (by meaning): 7.RP.A.3 FULL → Arkansas: PARTIAL | Arkansas clause not practiced: including percent error. Percents Level 8 has the child solve multi-step percent problems in real-world settings, picked from three choices: tax then total ('A $120 purchase carries 15% tax. What is the total?'), percent increase ('A price rises from $60 to $75. What is the percent change?') and percent decrease ('A price falls from $140 to $70. What is the percent decrease?'). About one question in three is instead simple interest over 2 to 4 years, a 15% or 20% tip then the total, or a commission on sales. The wrong choices are one-step slips, such as the tax alone. Ratios Levels 5-7 add missing-value ratio tables a |
| 7.PR.5 | Arizona twin (by meaning): 8.EE.B.5 PARTIAL → Arkansas: NOT COVERED | Arkansas clause not practiced: Compare two different proportional relationships represented in different forms. No item compares two proportional relationships given in different forms. The nearest items fall short. At Functions Level 2 (grade 8) the child compares an equation y = mx + b, whose start b is at least 1 and so is not proportional, with a table through (0, 0), and each rate is printed in the answer choices ('B — its rate is 6 per step'). At Functions Level 5 a plotted line is compared with y = mx + b, again with b at least 1. At Equations Level 9 a gym charging a monthly price is compared with one that adds a joining fee, both in words, and only one is proportional. The Ratios Level 6 better |
| 7.SP.4 | Arizona twin (by meaning): 7.SP.B.4 FULL → Arkansas: PARTIAL | Arkansas clause not practiced: Select an appropriate measure(s) of center or variability. Data & Statistics Level 6 has the child draw comparative inferences for two data sets, picked from three. Two random samples are each summarized by a center and a spread printed for both ('Random samples: plants given fertilizer have a mean of 46 cm tall (mean absolute deviation, MAD, 2); plants given none have a mean of 40 (mean absolute deviation, MAD, 2). Can you infer that plants given fertilizer generally have higher values than plants given none?'). The gap is judged against the spread, and 'the bigger center settles it' is wrong in every deal. Other forms set medians beside ranges, equa |
| 7.SP.8 | Arizona twin (by meaning): 7.SP.C.5 FULL → Arkansas: PARTIAL | Arkansas clause not practiced: impossible (0); certain (1). Probability Level 4 has the child name the likelihood a probability expresses, on about one draw in three: 'The probability of an event is 7/8. Which word describes it?' The choices are unlikely, likely and as likely as not. The probabilities are 1/8 and 1/10 (unlikely), 7/8 and 9/10 (likely) and 1/2 (as likely as not). The feedback places them on the 0-to-1 scale. English and Spanish. This is the Arizona twin 7.SP.C.5 (FULL), whose scale has three words. Arkansas names five descriptors with two endpoints, 'impossible (0)' and 'certain (1)'. No grade-7 item uses either word or a probability of |
| 7.SP.10 | Arizona twin (by meaning): 7.SP.C.6 PARTIAL → Arkansas: FULL | Probability Level 4 asks for an expected count on about one draw in three: 'P(red) = 2/7. If you draw 42 times (replacing each time), about how many red marbles do you expect?' (12). The child multiplies the theoretical probability by the number of draws and picks the count from three. The wrong choices are the probability's numerator and the other color's expected count, and the rank balancer may swap one for a near miss. The number of draws is always a whole multiple of the bag's total, from 15 to 102, and 30 or more in most deals. The feedback stresses 'about': probability predicts the tend |
| 8.NCC.8 | Arizona twin (by meaning): 8.EE.A.2 PARTIAL → Arkansas: FULL | At Expressions Level 6 the child evaluates square roots of perfect squares and cube roots of perfect cubes by typing the answer on the number pad in live rounds. The square roots are '√144 = ?' for every perfect square from 9 to 625 (3² to 25²). The cube roots are '∛64 = ?' for 8, 27, 64 and 125. Each form is about one Level 6 item in twenty-four. The same roots are evaluated again inside the x² = p and x³ = p items. Where the item is multiple choice instead (printed worksheets and other plain rounds), the child picks from three. In the app, a wrong answer that matches one of the listed slips |
| 8.FN.9 | Arizona twin (by meaning): 8.F.B.5 PARTIAL → Arkansas: NOT COVERED | Arkansas clause not practiced: Sketch a graph that exhibits qualitative features of a function described verbally. No item gives a verbal description of a function and has the child sketch a graph. The functions skill's tap grid plots only points the prompt lists, and the source code marks the sketch-a-graph verb as an open gap. The nearest practice runs the other way: at functions Level 3 the child is shown a drawn distance-from-home graph and picks the story it tells. That item is reported under 8.FN.8. (18OCT2026 Arkansas build) |
| 8.GM.3 | Arizona twin (by meaning): 8.G.B.6 FULL → Arkansas: PARTIAL | Arkansas clause not practiced: Model or explain an informal proof of the Pythagorean Theorem and its converse. Geometry Level 10 has one fixed proof item: 'In the squares proof of the Pythagorean Theorem, which comparison finishes the argument?' The child picks 'the area of the square on the hypotenuse equals the sum of the areas on the legs'. The wrong choices add the lengths or use only the longer leg. The explanation, shown after the answer, says the proof rearranges the two leg squares until they fill the hypotenuse square. A converse item has the child apply the converse to three side lengths ('A triangle has sides 8, 15, and 17... is it a right triangle?'). Half of those triangles have one side o |
| 8.GM.4 | Arizona twin (by meaning): 8.G.B.7 PARTIAL → Arkansas: FULL | Geometry Level 10 has the child apply the Pythagorean Theorem to find an unknown side of a right triangle in both directions. The child finds the hypotenuse from two legs ('A right triangle has legs 6 and 8. How long is the hypotenuse?'). The child also finds a leg from the hypotenuse and the other leg ('A right triangle has hypotenuse 13 and one leg 5. How long is the other leg?'). The explanation works a² + b² = c² or c² − a² = b². When a leg is asked, it also notes that the hypotenuse is always the longest side. The sum of the legs is a wrong answer in every find-a-leg item and in about two |
| 6.W.6.P | Arizona twin (by meaning): 6.L.3 PARTIAL → Arkansas: NOT COVERED | Arkansas clause not practiced: Use a variety of sentence types (i.e., simple, compound, complex, compound-complex). Not practiced at grade 6. No grade-6 item shows or names simple, compound, complex or compound-complex sentences. None of the eight grade-6 Writing Coach prompts asks for sentence variety, and no rubric line or coaching tip grades it. Grade-6 grammar practices pronoun case, intensive and vague pronouns, and punctuation around extra information. The nearest practice, combining choppy sentences, is in the grades 3–5 Fix & Improve skill and is not credited here. (18OCT2026 Arkansas build) |
| 6.W.11.P | Arizona twin (by meaning): 6.W.2 PARTIAL → Arkansas: NOT COVERED | Arkansas clause not practiced: Include headings and graphics to clarify information. Not practiced. The child never adds a heading or a graphic to his or her own writing. The grade-6 writing box takes plain text only, and no prompt or rubric line asks for headings or graphics. Grade-6 Reading does have the child use an author's chart beside a passage ('What does the chart's telegraph bar show that the text states in words?'). That is reading someone else's graphic; it is credited to the reading standards and not stretched here. (18OCT2026 Arkansas build) |
| 6.L.10.C | Arizona twin (by meaning): 6.L.2 PARTIAL → Arkansas: NOT COVERED | Arkansas clause not practiced: Use knowledge of reading foundational skills, spelling patterns, and generalizations such as syllable patterns, ending rules, and meaningful word parts (i.e., morphology) to spell correctly. Not practiced at grade 6. The Spelling skill belongs to grades 3–5 and has no grade-6 level, and spelling-rule items (doubling a consonant, dropping a final e) sit in the grades 3–5 Grammar skill. Neither is credited at grade 6. Grade-6 vocabulary teaches meaningful word parts for meaning, not spelling: the child never spells a word built from them. In Writing Coach, a paid feature the district enables, no grade-6 rubric line grades spelling, and the grader is told not to fail a strong middle-school answer for minor spelling slips. The coach can flag a misspelling ('Proofread for spelling — re |
| 6.RC.4.RF | NOTE-ONLY | Note refresh, 31 Oct 2026: the Grade-6 reading bank grew from seven passages to twelve (p6-bread, p6-leaves, p6-garden, p6-whisper, p6-packhorse). Generator and note now say twelve Grade-6 passages (were seven). Verdict unchanged (PARTIAL). |
| 6.RC.6.RL | NOTE-ONLY | Note refresh, 31 Oct 2026: the Grade-6 reading bank grew from seven passages to twelve (p6-bread, p6-leaves, p6-garden, p6-whisper, p6-packhorse). The three cited structure items come up about one time in seventeen Grade-6 reading-comprehension questions (was one in ten); 'Three questions' reads 'Three of the questions'. Verdict unchanged (FULL). |
| 6.RC.10.RL | NOTE-ONLY | Note refresh, 31 Oct 2026: the Grade-6 reading bank grew from seven passages to twelve (p6-bread, p6-leaves, p6-garden, p6-whisper, p6-packhorse). Twelve Grade-6 passages (were seven) and four stories (were three); the theme sentence no longer says 'on one item', because the new story 'Enough of Each' also asks for its theme (not added as evidence here). Verdict unchanged (PARTIAL). |
| 6.CC.7.SLC | NOTE-ONLY | Note refresh, 31 Oct 2026: the Grade-6 reading bank grew from seven passages to twelve (p6-bread, p6-leaves, p6-garden, p6-whisper, p6-packhorse). The chart items come up about 1 in 24 Grade-6 reading questions (was 1 in 14), and the other passages number eleven (were six); none of the five new passages carries a visual. Verdict unchanged (PARTIAL). |
| 6.CC.15.P | NOTE-ONLY | Note refresh, 31 Oct 2026: the Grade-6 reading bank grew from seven passages to twelve (p6-bread, p6-leaves, p6-garden, p6-whisper, p6-packhorse). Forms and note now say twelve Grade-6 reading passages (were seven); none of the five new passages is a poem, a play or a speech. Verdict unchanged (NOT COVERED). |
| 6.RC.1.RF | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Forms and note: five summary items on three stories and two informational passages (was two stories and one passage; the two new ones are named and not credited); the three cited items come up about one time in twenty-two Grade-6 reading questions (was stated as one in thirteen), measured with the real session builder over 60,000 reading questions per language (1 in 21.9 English, 22.1 Spanish; exact 22.5), and all five about one in thirteen (12.8 and 12.6). Verdict unchanged (PARTIAL). |
| 6.RC.2.RF | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Theme and central idea are each asked on two passages (was only one); the new items are named and not credited. Verdict unchanged (PARTIAL). |
| 6.RC.5.RL | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The 'BEST summary' items sit on three stories (was two), with 'Enough of Each' named and not credited. Verdict unchanged (PARTIAL). |
| 6.RC.7.RL | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The 'Static' point-of-view item comes up about once in 60 Grade-6 reading questions (was once in 35), measured with the real session builder over 60,000 reading questions per language (1 in 58.5 in English and in Spanish; exact 1 in 60). Verdict unchanged (PARTIAL). |
| 6.RC.9.RL | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The second pair, 'Two Ways to Hear a Whisper', is named and not credited; it is also a journal against an informational text, so the stated reason still holds. Verdict unchanged (PARTIAL). |
| 6.RC.11.RI | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The development items are no longer counted as two passages, because 'Books on Horseback' adds one; the new opening item on 'The Color Underneath' touches the 'introduced' reason, so the row stays PARTIAL until the two-auditor re-check. Verdict unchanged (PARTIAL). |
| 6.RC.12.RI | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Each of the two pairs is two paragraphs (the note named only the storm pair); the new opening item on 'The Color Underneath' is named and not credited, and because it touches the stated reason the row stays PARTIAL until the two-auditor re-check. Verdict unchanged (PARTIAL). |
| 6.RC.13.RI | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The detail-purpose items are given as examples, because 'Books on Horseback' asks why its author mentions the scrapbooks (named, not credited). Verdict unchanged (PARTIAL). |
| 6.RC.15.RI | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: A second argument passage, 'Every School Needs a Garden', now exists (named, not credited); the stated reason was one argument, so the row stays PARTIAL until the two-auditor re-check. Verdict unchanged (PARTIAL). |
| 6.RC.16.RI | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: A second passage pair, 'Two Ways to Hear a Whisper', now exists (named, not credited); the stated reason was one pair, so the row stays PARTIAL until the two-auditor re-check. Verdict unchanged (PARTIAL). |
| 6.RC.17.RI | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The list of non-fiction topics names the four added passages; none is from or about world literature through 1450. Verdict unchanged (PARTIAL). |
| 6.V.1 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The in-passage word item is given as an example, because 'The Color Underneath' ('carotenoids') and 'Books on Horseback' ('donated') ask the same (not credited). Verdict unchanged (PARTIAL). |
| 6.V.5 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: A third figurative-meaning item (the dough that 'answers') and a second tone item ('Two Ways to Hear a Whisper') are named and not credited; tone is no longer said to be asked once, and the single direct word-choice item behind the stated reason is unchanged. Verdict unchanged (PARTIAL). |
| 6.V.6 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The three figurative items are the audited ones; a fourth on 'Enough of Each' (the dough that 'answers') is named and not credited, and because it touches the stated reason the row stays PARTIAL until the two-auditor re-check. Verdict unchanged (PARTIAL). |
| 6.CC.6.SLC | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Forms and note no longer imply a single paired passage, because 'Two Ways to Hear a Whisper' is a second pair; neither asks for a paraphrase. Verdict unchanged (NOT COVERED). |
| 6.L.2.S | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: One audited intensive item, plus two new ones that also show a reflexive pronoun as a wrong option (named, not credited); because they touch the stated reasons, the row stays PARTIAL until the two-auditor re-check. Verdict unchanged (PARTIAL). |
| 6.L.3.S | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: One audited vague-pronoun item, plus three new ones named by count and not credited. Verdict unchanged (PARTIAL). |
| 6.L.7.C | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Forms and note: twelve fixed sentences (were four), the four quoted given as examples; every set-off part in all twelve is nonessential. Verdict unchanged (PARTIAL). |
| 6.L.8.C | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Forms and note: six of the twelve sentences use commas (were two of four). Verdict unchanged (PARTIAL). |
Some verbs in the standards cannot be honestly assessed by an app, and we do not pretend otherwise: conducting real surveys, experiments, or simulations (we assess the design-judgment half); freehand drawing and construction; and speaking & listening as spoken practice (taking part in a discussion, presenting, listening to a speaker). Codes built on those verbs appear above as NOT COVERED or with the limitation named in their notes.