Generated 2026-11-02 · State: GA · 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 Georgia are published separately: K–5 · all reports. No Georgia grades 9–12 report is published yet, and we claim no Georgia alignment for those grades.
| Code | Verdict | Evidence (generator · forms) | Notes |
|---|---|---|---|
| 6.NR.1.1 | PARTIAL | Outside grade 6 only: fractionsQ L3-L4 nfAddSubLikeQ + fracOpsQ kind 1 (like denominators), nfMixedQ forms 1-2 (mixed numbers, like denominators, no regrouping), L4-L5 nfUnlikeQ (unlike denominators, a walking story in about half of the sums). No grade-6 level (fractionsSaplingQ, Fractions L6-L7) adds or subtracts fractions. Picked from three, in English and Spanish, at the Grades 4-5 Fractions levels: '3/8 + 2/8 = …'; 'Ana eats 2/6 of a pizza and Beto eats 3/6 of the SAME pizza. What fraction did they eat together?'; '1 2/5 + 2 1/5 = …'; '3 5/8 − 1 2/8 = …'; '1/2 + 3/4 = …'; '2/3 − 1/6 = …'; 'Ana walked 2/3 of a mile in the morning and 3/4 of a mile in the afternoon. How far in all?'. |
Georgia asks for fluent addition and subtraction of any combination of fractions to solve problems. No Grade 6 level of the app adds or subtracts fractions: Fractions levels 6-7 practise division only. The practice sits at Fractions levels 3-5, which are Grades 4-5 work, all picked from three, in English and Spanish. The child adds and subtracts fractions with like denominators (4, 5, 6, 8, 10, 12), with pizza and cake stories; mixed numbers that share a denominator (3, 4, 5 or 8), with no regrouping; and fractions with unlike denominators from eight fixed pairs (2 and 4, 2 and 6, 2 and 8, 3 and 6, 4 and 8, 2 and 3, 3 and 4, 2 and 5), with sums kept under 2 and a walking story in about half of the sums. The worked steps rename both fractions to a common denominator, and the added-the-bottoms slip is named. Not practiced: 'Fluently add and subtract any combination of fractions'. No mixed number is added to or subtracted from a fraction or mixed number with a different denominator, and no mixed-number sum or difference needs regrouping. Fluency is not observed: Fractions is not a typed (number-pad) skill, so every answer is picked, and nothing is timed. (24OCT2026 Georgia build) Blocking clause: Fluently add and subtract any combination of fractions |
| 6.NR.1.2 | PARTIAL | fractionsSaplingQ L6 forms 0-2 + L7 forms 0-2 (fraction division); ratiosSaplingQ L6 complexRateQ (fraction ÷ fraction unit rate typed with the / key, about 1 in 4 of L6); divisionSaplingQ L6-L7 (multi-digit whole numbers). Outside grade 6: fractionsQ L4-L5 fractionMultiplyQ, nfFracTimesFracQ, nfRealWorldQ, nfScaleQ, nfUnitDivQ (multiplication and unit-fraction division, Grades 4-5) Grade 6, picked from three: '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?'; '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?'; 'Which expression equals 2/5 ÷ 3/7?'. Typed 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?'. Grades 4-5, picked: '4 × 3/8 = …'; '2/3 × 3/4 = …' beside a drawn area grid; 'Each bag weighs 1 3/4 pounds. How much do 3 bags weigh?'; 'WITHOUT multiplying: 3/4 × 24 is ___ 24.' ▶ Play a live item from this skill |
Georgia asks the child to multiply and divide any combination of whole numbers, fractions and mixed numbers with a strategy the child chooses, to interpret products and quotients of fractions, and to solve word problems. Division is practised at the Grade 6 levels, in English and Spanish. Fractions level 6 gives a fraction quotient its meaning (servings in w cups, 1/d of a pan shared among w friends, how many 1/d fit in a/d). Level 7 computes 1/b ÷ 1/(bk), cuts a/b of a pound into 1/d-pound pieces, and asks which expression equals a/b ÷ c/d. These are all picked from three. About one Ratios & Rates level-6 question in four is a real-world unit rate in which the child types a fraction ÷ fraction quotient with the / key ('A hiker covers 3/4 of a mile in 2/3 of an hour…'); the divisor is a non-unit fraction in about two draws in three, and the answer may be an improper fraction. Division levels 6-7 divide multi-digit whole numbers. Multiplying with fractions, and interpreting a product by its size ('WITHOUT multiplying: 3/4 × 24 is ___ 24'), are practised only at Fractions levels 4-5, which are Grades 4-5 work: whole number × fraction, fraction × fraction beside a drawn area grid, and a mixed number times a whole number ('Each bag weighs 1 3/4 pounds. How much do 3 bags weigh?'). Word problems appear in both grade bands. Not practiced: 'any combination of whole numbers, fractions, and mixed numbers using a student-selected strategy'. No item divides a mixed number or divides by one, no item multiplies a mixed number by a fraction or by another mixed number, and no Grade 6 level multiplies fractions at all. Apart from the typed unit rates every answer is picked, and the only division route the app teaches is invert-and-multiply, so a strategy the child chooses is never observed. A written explanation of a fraction quotient is dealt only through the district-enabled Writing Coach, which this report does not count. (24OCT2026 Georgia build) Blocking clause: Multiply and divide any combination of whole numbers, fractions, and mixed numbers using a student-selected strategy |
| 6.NR.1.3 | PARTIAL | decimalsSaplingQ L6 (add/subtract hundredths) + L7 (tenths × tenths; tenths ÷ a tenth) '4.37 + 2.15 = ?' or '6.82 − 3.47 = ?' (numbers from 1.05 to 8.49); '0.4 × 0.7 = ?'; '5.6 ÷ 0.8 = ?' (always a whole-number quotient). All picked from three, in English and Spanish. No model is drawn. ▶ Play a live item from this skill |
Decimals level 6 adds and subtracts two numbers in hundredths (from 1.05 to 8.49, such as '4.37 + 2.15 = ?'), and the explanation says to line up the decimal points. Decimals level 7 multiplies a single-digit tenth by a single-digit tenth ('0.4 × 0.7 = ?'). It also divides a tenths dividend of at most two digits by a single-digit tenth ('5.6 ÷ 0.8 = ?'), and the quotient is always a whole number. All four operations appear, and every answer is picked from three, in English and Spanish. Not practiced: 'Perform operations with multi-digit decimal numbers fluently using models'. Multiplication and division never reach multi-digit decimals. No Grade 6 decimal item shows or asks for a model (a grid, an area model or a number line). Decimals is not a typed (number-pad) skill, so the child's own strategy is never observed, and fluency is not timed. (24OCT2026 Georgia build) Blocking clause: Perform operations with multi-digit decimal numbers fluently using models |
| 6.NR.2.1 | PARTIAL | statisticsQ L2 kind 0 (find the mean; typed in about half of interactive deals) + L3 house item (DRAG form) + L4 outlier item (askMost form) 'Find the MEAN of: 5, 10, 10, 10, 10' (typed on a number pad in about half of interactive deals, otherwise picked from three; the explanation reads 'Add and share out: (5 + 10 + 10 + 10 + 10) ÷ 5 = 45 ÷ 5 = 9'); 'Five houses cost $35k, $40k, $43k, $45k, and $250k. Which measure of center does the $250k house DRAG away from the others?' (the mean); 'Data: … If the outlier 39 is removed, which measure changes MOST?' (the mean). In English and Spanish. ▶ Play a live item from this skill |
Georgia asks the child to describe and interpret the mean as the equal-share value: what each value would be if the total were shared out evenly. About one Statistics level-2 question in four has the child find the mean of five values. In interactive rounds about half of those are typed on a number pad; the rest, and every printed or placement item, are picked from three. The explanation names the equal share ('Add and share out: … ÷ 5'). At levels 3-4 the child interprets the mean against an outlier. The child picks the mean as the measure a house costing $200k or more drags away from four typical prices, and as the measure that changes most when an outlier is removed. In English and Spanish. Not practiced: 'Describe and interpret the center of the distribution by the equal share value (mean)'. No item asks what the mean means as an equal or fair share, or has the child even out a data set. The equal-share idea is only in the explanation, and the child never describes the mean. Every mean item is four equal values and one lower value, printed in the same order, so the answer is always one less than the repeated value. (24OCT2026 Georgia build) Blocking clause: Describe and interpret the center of the distribution by the equal share value (mean). |
| 6.NR.2.2 | PARTIAL | statisticsDisplayQ (Statistics L5): dot-plot construct and circle-graph construct (interactive rounds), circleGraphQ, boxStemQ box-plot reading, histogram reading, attributeUnitsQ. Outside grade 6: consGraphQ bar-graph builder (Graphs & Data L1-L2, Grades 1-2) Interactive rounds: 'Data (books read this month): 2, 3, 3, 5, … Make the dot plot: one ✕ for each data point.' (tap ＋ above a mark on a number line); '12 students voted for a class pet: Owl 6, Fox 3, Turtle 3. Build the circle graph — tap the wedges to color them.' Picked from three: a drawn three-bar histogram ('Which interval holds the MOST students?', the total); a drawn box plot (median, range, IQR, share inside the box); a circle graph ('Which category is the LARGEST?'); an investigation description ('What ATTRIBUTE was under investigation?', 'What UNIT were the observations recorded in?', 'How many observations does this data set have?'). |
Georgia asks the child to summarize categorical and numerical data in context, to display numerical distributions as dot plots, histograms and box plots on a number line, and to display categorical data with bar graphs. At Statistics level 5, in English and Spanish, the child builds two displays in interactive rounds. The child builds a dot plot from a listed data set by stacking one ✕ over each value on a number line. The child also builds a circle graph of 12 category votes by colouring wedges. Histograms and box plots are only read. The child picks the tallest interval or the total of a drawn three-bar histogram, and the median, range, interquartile range or middle-half share of a drawn box plot. Summarizing in context is practised by choosing. From an investigation description the child picks the attribute measured, its unit and the number of observations, and from a circle graph the largest category or one category's share. Not practiced: 'display the distributions of quantitative (numerical) data in plots on a number line, including ... histograms, and box plots and display the distribution of categorical data using bar graphs'. No item has the child build a histogram or a box plot. At Grade 6 categorical data is displayed only as a circle graph. The only bar-graph builder is in the Grade 2 Graphs & Data skill (levels 1-2, a single-unit scale, up to four categories). The child never writes a summary. (24OCT2026 Georgia build) Blocking clause: display the distributions of quantitative (numerical) data in plots on a number line, including ... histograms, and box plots and display the distribution of categorical data using bar graphs |
| 6.NR.2.3 | PARTIAL | statisticsQ L1 forms 0-3 (statistical questions, picked) + L2-L4 (mean, median, mode, range; two-group spread; outlier; variabilityQ 1 in 4 at L4) + statisticsDisplayQ L5 (dot-plot, histogram and box-plot reading) L1: 'Which is a STATISTICAL question?', 'Why is this a STATISTICAL question? …' (picked). L2: 'Find the MEDIAN of: …' (typed in every interactive deal), mean, mode, range. L3: 'Five houses cost … Which measure of center BEST describes a typical house?'; 'Group A: … Group B: … Which statement is true?' (spread by range). L4: 'Minutes to finish a quiz: … Which value is the OUTLIER?'; a typed range, mean absolute deviation or IQR (one deal in four). L5: the mode from a drawn dot plot, the tallest histogram interval, a box plot's median, range or IQR. In English and Spanish. ▶ Play a live item from this skill |
Georgia asks the child to interpret numerical data to answer a statistical investigative question that has been created, and to describe a numerical distribution by its center, variability and overall shape. Recognizing a statistical question is practised at Statistics level 1, picked from three. Center and variability are practised at levels 2-5. The median is typed in every interactive level-2 deal, and the mean, mode and range in about half. At level 4, one deal in four, the child types a range, a mean absolute deviation or an interquartile range. At level 5 the median, range and IQR are read off a drawn box plot. At level 3 the child uses data to answer a question ('Which measure of center BEST describes a typical house?') and compares two groups' spread by their ranges. Shape rests on outliers. At level 4 the child picks the outlier among clustered quiz times, and at level 5 the tallest bar of a histogram and the mode of a dot plot. In English and Spanish. Not practiced: 'Interpret numerical data to answer a statistical investigative question created' and 'overall shape'. The child never creates a question or collects data; every data set is supplied. No level 1-5 item asks about clusters, gaps, peaks, symmetry or skew. The nearest is a Grade 7 level-6 item where the child picks which of two samples is lopsided from its mode, mean and range. The child never describes a distribution in words; every description is a picked or typed value. (24OCT2026 Georgia build) Blocking clause: Interpret numerical data to answer a statistical investigative question created. Describe the distribution ... including its ... overall shape. |
| 6.NR.2.4 | PARTIAL | statisticsQ L2 (median typed in every interactive deal; mean and range typed in about half) + L3 (typical-house measure; two-group spread) + L4 (variabilityQ 1 in 4: typed range, MAD or IQR; outlier items); boxStemQ L5 (box-plot range and IQR) 'Find the MEDIAN of: …' (five values in a shuffled order, typed); 'Find the MEAN of: …'; 'Find the RANGE of: …'; 'Ordered data: 5, 8, 10, 12, 14, 18, 21. What is the interquartile range (IQR)?' (typed); 'Five houses cost … Which measure of center BEST describes a typical house?'; 'Group A: 5, 6, 6, 7. Group B: 3, 5, 10, 14. Which statement is true?' ('B is more spread out — its range is larger'); a drawn box plot: 'What is the RANGE?', '… the interquartile range (IQR)?'. In English and Spanish. ▶ Play a live item from this skill |
Georgia asks the child to design simple experiments and collect data, to find the median or mean and the interquartile range and range of data from realistic scenarios and simulations, and to use them to draw conclusions, compare data sets and make predictions. Finding the measures is practised at Statistics levels 2-5, in English and Spanish. The median of five shuffled values is typed in every interactive level-2 deal, and the mean and range in about half; printed sheets and the placement check keep three choices. At level 4, in one deal in four, the child types the range of six scores, the interquartile range of seven values already in order, or a mean absolute deviation. At level 5 the range and IQR are read off a drawn box plot. Drawing a conclusion is practised by choosing the measure that best describes a typical house or quiz time when one value is far off. Comparing data sets is practised once: at level 3 the child picks which of two four-value groups is more spread out, by range. Not practiced: 'Design simple experiments and collect data', 'simulations' and 'make predictions'. Every data set is supplied by the app; the child never designs a study, gathers data or runs a simulation, and no item asks for a prediction. The mean and median items print bare lists with no scenario, and the IQR is computed only from seven values already in order. No grade-6 item compares two data sets by their centers or by their IQRs. (24OCT2026 Georgia build) Blocking clause: Design simple experiments and collect data. Use data gathered from realistic scenarios and simulations ... and make predictions. |
| 6.NR.2.5 | PARTIAL | statisticsQ L3 house item (askBest form) + L4 which-measure item (askBest form) L3: 'Five houses cost $35k, $40k, $43k, $45k, and $250k. Which measure of center BEST describes a typical house?' with '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: 22, 39, 21, 22, 23, 22. With the 39 still in the list, which measure BEST describes a typical time?' ('the median', 'the mean', 'the range'). Picked from three, in English and Spanish. ▶ Play a live item from this skill |
At Statistics levels 3-4 the child chooses a measure of center to fit a data set with one far-off value, in English and Spanish. One item asks for a typical house among five prices, one of them $200k or more. The other asks for a typical quiz time in a list with a high or low outlier. In the house item each choice carries its reason, so the child picks 'the median — the outlier drags the mean upward'. The context (house prices, quiz times) is named in each prompt. Not practiced in full: 'Relate the choice of measures of center and variability to the shape of the data distribution'. No item asks the child to choose a measure of variability (range or interquartile range) for a data set; why the IQR resists outliers appears only in an explanation. The choice of center is one-sided: every data set at these levels has an outlier and the answer is always the median, so the child never meets a balanced data set where the mean fits better. The child picks printed reasons and never states one. (24OCT2026 Georgia build) Blocking clause: Relate the choice of measures of center and variability to the shape of the data distribution |
| 6.NR.2.6 | PARTIAL | statisticsQ L4 outlier-removed item (askMost form) + L3 house item (DRAG form); statisticsDisplayQ L5 dot-plot construct (not tied to this question) L4: 'Data: … If the outlier 39 is removed, which measure changes MOST?' ('the mean', against 'the median' and 'the mode'). L3: 'Five houses cost …, and $250k. Which measure of center does the $250k house DRAG away from the others?' (the mean). Picked from three, in English and Spanish. Separately, in interactive level-5 rounds: 'Make the dot plot: one ✕ for each data point.' ▶ Play a live item from this skill |
The child judges how one data point affects the center, in English and Spanish. At Statistics level 4 the child picks which measure changes most when the outlier is removed from a list of quiz times (the mean, against the median and the mode); the outlier is high in half the deals and low in the other half. At level 3 the child picks the measure that one very expensive house drags away from four typical prices (the mean). The explanations say the mean adds every value, so one value tugs on it, while the median only looks at the middle of the sorted list. Not practiced: 'Describe the impact that inserting ... a data point has on the mean and the median' and 'Create data displays using a dot plot or box plot to examine this impact'. No item adds a value to a data set, no item asks which way or by how much the mean or the median moves, and the only point ever removed is the outlier. Every answer is picked from three. The child builds a dot plot at level 5 from a listed data set, but never to compare a data set before and after a change, and never builds a box plot. (24OCT2026 Georgia build) Blocking clause: Describe the impact that inserting ... a data point has on the mean and the median ... Create data displays using a dot plot or box plot to examine this impact. |
| 6.NR.3.1 | PARTIAL | integersQ L1 form 1 (temperature below zero) + L2 forms 0-1 ('Which is LESS', with the typed algebraQ comparison in interactive rounds; overdrawn accounts) + L4 forms 0-1 (drone/diver; earn/spend: what 0 or the signs represent) 'The temperature is 7 degrees BELOW zero. Which number represents it?' (−7 vs 7 vs −17); 'Which is LESS: −7 or −12?'; in interactive rounds 'Write a TRUE comparison of −7 and −12 using < or >' (typed); 'Ana's account reads −$20 and Beto's reads −$35. Who has LESS money?'; 'A drone flies 300 m above sea level and a diver goes 100 m below. If sea level is 0, which number represents the diver?'; 'You earned $20 and spent $12. Writing earnings as +20 and spending as −12, what does 0 represent here?' (or '…what do the SIGNS represent?'). Picked from three except the typed comparison, in English and Spanish. ▶ Play a live item from this skill |
Integers levels 1, 2 and 4 identify and compare integers in real situations, in English and Spanish. The child picks the number for a temperature below zero and for a diver below sea level, picks which of two negatives is less, and picks who has less money when two accounts are overdrawn. In interactive rounds about one level-2 question in five has the child type a true comparison of two negatives using < or >. For money earned (+) and spent (−) the child picks what 0 represents ('neither earning nor spending — the starting point') or what the signs represent. Not practiced: 'explain the meaning of zero based on multiple authentic situations'. The meaning of 0 is asked about in only one situation, money. The diver item states sea level as 0 in its own prompt, and the temperature item never asks about 0. The child picks a sentence and never gives an explanation. In the account item the answer is always Beto, the larger debt. A written explanation of what 0 means is dealt only through the district-enabled Writing Coach, which this report does not count. (24OCT2026 Georgia build) Blocking clause: explain the meaning of zero based on multiple authentic situations |
| 6.NR.3.2 | PARTIAL | integersQ L1 forms 0 + 2 (opposite of v; where is −n, answered in words) + L2 form 0 (which of two negatives is LESS). Outside grade 6: integersG7Q L5 frog hop (tap the landing point on a number line, Grade 7) 'What is the opposite of −12?' (12 vs −12 vs −13); 'On the number line, where is −7?' ('7 units LEFT of zero' / '7 units RIGHT of zero' / 'between 0 and 7, on the POSITIVE side'; no line is drawn); 'Which is LESS: −7 or −12?'. Picked from three, in English and Spanish. Grade 7: '(−5) + 8: tap where the frog lands on the number line.' ▶ Play a live item from this skill |
Integers level 1 ties integers to their distance from zero, in English and Spanish. The child picks the opposite of a positive or negative integer, and the explanation says the opposite sits on the other side of zero, the same distance away. The child also picks where −n sits ('n units LEFT of zero'), which links a negative number to its distance from zero. Level 2 compares two negatives ('Which is LESS: −7 or −12?'). Not practiced: 'Order and plot integers on a number line'. No Grade 6 item draws a number line or has the child place a point on one; the location item is answered in words. Ordering is only ever a comparison of two numbers, and no item puts three or more integers in order. The child taps a point on an integer number line only at Integers level 5, the Grade 7 frog-hop item, where the landing point of a sum or difference is tapped. (24OCT2026 Georgia build) Blocking clause: Order and plot integers on a number line |
| 6.NR.3.3 | PARTIAL | integersQ L1 form 2 (where is −n) + form 0 (opposite of v) 'On the number line, where is −7?' ('7 units LEFT of zero' against '7 units RIGHT of zero' and 'between 0 and 7, on the POSITIVE side'); 'What is the opposite of −12?' (12). Picked from three, in English and Spanish. No line is drawn. ▶ Play a live item from this skill |
At Integers level 1 the child recognizes that a negative number sits on the other side of zero from its positive partner. Asked where −n is, the child picks 'n units LEFT of zero' over 'n units RIGHT of zero', and the explanation says 'Opposite signs mean opposite sides of zero.' The child also picks the opposite of a positive or negative integer. In English and Spanish. Not practiced: the child never explains either idea, and 'the opposite of the opposite of a number is the number itself' is never asked. No item poses −(−3) or asks for the opposite of an opposite. The nearest is the opposite of a negative number ('What is the opposite of −12?'), which is never framed as undoing a first opposite. No number line is drawn. (24OCT2026 Georgia build) Blocking clause: explain that opposite signs of integers indicate locations on opposite sides of zero on the number line; recognize and explain that the opposite of the opposite of a number is the number itself |
| 6.NR.3.4 | PARTIAL | integersQ L2 form 0 (typed algebraQ order statement in interactive rounds + MC 'Which is LESS') + L2 form 1 (overdrawn accounts) + L3 form 1 (order-and-magnitude statement). Outside grade 6: positive fractions and decimals compared with >, = or < (Fractions and Decimals levels, Grades 3-5) In interactive rounds: 'Write a TRUE comparison of −7 and −12 using < or >' (typed; either direction is accepted). Picked from three: 'Which is LESS: −7 or −12?' (−12, −7, 'they are equal'); '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|'). In English and Spanish. ▶ Play a live item from this skill |
Integers levels 2-3 order negative integers, in English and Spanish. In interactive rounds about one level-2 question in five has the child type a true comparison of two bare negatives using < or > (either direction is accepted). Otherwise the child picks which of two negatives is less, and picks who has less money when two accounts are overdrawn, which interprets order in a real situation. The child also picks the true statement that pairs order with absolute value ('−30 < −20, and |−30| > |−20|'). Not practiced: 'explain statements of order', 'rational numbers' and 'equality ... symbols'. The child never explains an order statement. The typed statement is always about two bare integers, never a quantity such as −3 °C > −7 °C. In the account item the answer is always Beto, the larger debt, so it can be picked without comparing. Every number ordered at Grade 6 is a negative integer. No negative fraction or decimal is compared, and positive fractions and decimals are compared with >, = and < only at the Grades 3-5 levels. No Grade 6 comparison of numbers uses the = sign; equality appears only as the option 'they are equal'. Written explanations are dealt only through the district-enabled Writing Coach, which this report does not count. (24OCT2026 Georgia build) Blocking clause: explain statements of order for rational numbers in authentic, mathematical situations. Compare rational numbers, including integers, using equality and inequality symbols. |
| 6.NR.3.5 | 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?' ('−30 < −20, and |−30| > |−20|' against two flipped pairs). 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, which is never negative. The child also picks the true statement about two negatives that separates order from size. All answers are picked from three, in English and Spanish. Not practiced: 'Explain the absolute value ... as its distance from zero on the number line' and 'interpret absolute value as distance for a positive or negative quantity in a relevant situation'. The |v| item can be answered by dropping the sign, no number line is drawn, and the child never explains. Every prompt uses bare numbers: no item asks what an absolute value means for a debt, a depth below sea level or a temperature, and a debt appears only in feedback. Every number is an integer, so no negative fraction or decimal is given an absolute value. A written explanation is dealt only through the district-enabled Writing Coach, which this report does not count. (24OCT2026 Georgia build) Blocking clause: Explain the absolute value of a rational number as its distance from zero on the number line; interpret absolute value as distance for a positive or negative quantity in a relevant situation. |
| 6.NR.3.6 | PARTIAL | integersQ L3 form 1 (order-and-magnitude statement) 'Which statement is true about −30 and −20?' with '−30 < −20, and |−30| > |−20|' against '−30 > −20, and |−30| > |−20|' and '−30 < −20, and |−30| < |−20|'. Picked from three, in English and Spanish. ▶ Play a live item from this skill |
In about half of Integers level 3 the child picks the true statement about two negative integers from options that pair an order claim with an absolute-value claim ('−30 < −20, and |−30| > |−20|'). The explanation separates the two ideas: −30 is lower on the line (less) but farther from zero (greater absolute value), like a larger debt. In English and Spanish. This is the act Georgia names, but only in one arrangement. Every pair is two negative numbers, where the smaller number always has the larger absolute value. So the true statement has the same shape in every deal ('<' then '>'), and it is the only option that shares one half with each wrong option. A child can pick it from that pattern without comparing the numbers. No pair includes a positive number or zero, where order and absolute value can agree. The comparison is never set in a situation, such as a balance below −$30 being a debt of more than $30, and the child never states the difference. PARTIAL on the whole sentence. (24OCT2026 Georgia build) Blocking clause: Distinguish comparisons of absolute value from statements about order. |
| 6.NR.4.1 | PARTIAL | ratiosSaplingQ L5 kind 0 (part-to-part ratio) + kind 2 (equivalent ratio). Outside grade 6: ratiosQ L1 ('a to b' ratio, Grade 5). 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?' (6:8 beside 6:14 and 8:6); 'Which ratio is equivalent to 3:5?'. Grade 5: 'There are 3 forks and 5 spoons. What is the ratio of forks to spoons?' ('3 to 5' beside '5 to 3' and '3 to 8'). Every answer is a ratio in colon or 'to' form, or a number. ▶ Play a live item from this skill |
Georgia asks the child to explain what a ratio is, to represent ratios, and to use ratio language to describe the relationship between two quantities. At Ratios level 5 the child represents ratios by choosing, in English and Spanish. About a third of the items ask for a part-to-part ratio ('6 dogs and 8 cats … ratio of dogs to cats?' keyed 6:8, beside the part-to-whole 6:14 and the flipped 8:6), and the explanation says order matters. Another third ask which ratio is equivalent to 3:5. At Ratios level 1, a Grade 5 level, the same choice is made in the word form '3 to 5'. Not practiced: 'Explain the concept of a ratio' and 'use ratio language to describe a relationship between two quantities'. Every answer is a ratio in colon or 'to' form, or a number. No choice is a sentence such as 'for every 3 forks there are 5 spoons', and the child never writes or says one. At Grade 6, 'for every' appears only in the question of the level-7 recipe item. When the district-enabled Writing Coach is switched on, level 5 can deal a prompt asking for two ratio-language sentences; that evidence is not counted. (24OCT2026 Georgia build) Blocking clause: Explain the concept of a ratio ... and use ratio language to describe a relationship between two quantities |
| 6.NR.4.2 | PARTIAL | ratiosSaplingQ L5 kind 1 (missing value in a printed table; in interactive rounds about half of kind 1 instead plots the table's pairs on the tap grid) + kind 2 (equivalent ratio). Outside grade 6: ratiosQ L2 ('a to b = ? to bk', Grade 5) Picked from three: 'A table of equivalent ratios shows: 2 lemons → 6 oz, 3 lemons → ? oz, 4 lemons → 12 oz. Find the missing value.' In interactive rounds: 'Table of equivalent ratios — lemons → ounces: 1 → 3, 2 → 6, 3 → 9. Plot the pairs (lemons, ounces).' The child taps the three pairs onto a 0-9 grid, then picks what the pattern shows ('the points make a straight line through (0, 0)'). In English and Spanish. ▶ Play a live item from this skill |
At Ratios level 5, in English and Spanish, the child finds a missing value in a printed table of equivalent ratios, picked from three; the explanation says 'Tables of equivalent ratios multiply — they do not add.' In interactive rounds, about one level-5 question in six instead has the child tap the three pairs of a printed lemons-to-ounces table onto a coordinate grid, then pick what the pattern shows. The rate is 2 or 3, so every pair fits on the 0-9 grid. Equivalent ratios are also picked ('Which ratio is equivalent to 3:5?'). Not practiced: 'Make tables of equivalent ratios' and 'Use tables to compare ratios'. Every table is printed by the app; the child never fills in or builds one. No item puts two ratios in tables to compare them. The only comparison of two rates is the level-6 better-buy item, which compares unit prices, not tables. (24OCT2026 Georgia build) Blocking clause: Make tables of equivalent ratios ... Use tables to compare ratios. |
| 6.NR.4.3 | PARTIAL | ratiosSaplingQ L5 kind 1 (missing value in an equivalent-ratio table) + L6 kinds 0-2 (unit rates) + L7 kind 2 (recipe scaling). Outside grade 6: ratiosQ L2 + L4 (equivalent ratios; same-rate prices, Grade 5) Picked from three, in English and Spanish: '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?'; 'A table of equivalent ratios shows: 2 lemons → 6 oz, 3 lemons → ? oz, 4 lemons → 12 oz. Find the missing value.'; Grade 5: '3 apples cost $12. How much do 5 apples cost at the same rate?'. ▶ Play a live item from this skill |
The child solves proportion problems at Ratios levels 5-7, in English and Spanish: a missing value in a table of equivalent ratios (level 5), unit prices and steady speeds (level 6), and scaling a recipe so the ratio stays the same (level 7). Ratios level 4, a Grade 5 level, adds same-rate price problems ('3 apples cost $12. How much do 5 apples cost at the same rate?'). Every answer is picked from three, except the steady-speed rate, which is typed on a number pad in about 6 of 10 interactive deals. Not practiced: 'using a variety of student-selected strategies'. The app sees only the final answer, and its explanations teach one route (scale both quantities by the same factor, or find the amount for one). No item offers or asks for a tape diagram, a double number line, a table the child fills in, or an equation, so the child never chooses among strategies or shows one. (24OCT2026 Georgia build) Blocking clause: using a variety of student-selected strategies |
| 6.NR.4.4 | PARTIAL | ratiosSaplingQ L6 kinds 0-2 (price per notebook; train speed, typed in about 6 of 10 interactive deals; better buy). Outside grade 6: proportionalGraphQ form 1 (Ratios L8, Grade 7). Writing Coach xp-unit-rate (not counted) '5 notebooks cost $12.50. What is the price per notebook?'; 'A train travels 120 miles in 2 hours at a steady speed. What is its unit rate, in miles per hour?'; 'Which is the better buy? A: 12 oz for $3.00. B: 16 oz for $4.80.' Every item gives both quantities and asks for the rate or the cheaper package. No item asks what a rate or unit rate is. ▶ Play a live item from this skill |
At Ratios level 6 the child works with rates and unit rates, in English and Spanish. The child finds the price of one notebook from the price of several, and a train's speed in miles per hour (typed on a number pad in about 6 of 10 interactive deals). The child also picks the better buy between two package sizes; the options name only the packages, so the child works out both prices per ounce, and in about a third of deals they cost the same. The explanations name the idea: '"Per notebook" means for ONE' and 'Unit rate is the amount for ONE hour.' Not practiced: 'Describe the concept of rates and unit rate in the context of a ratio relationship'. No Grade 6 item asks what a rate or a unit rate is, or asks the child to describe one; every item supplies both quantities and asks for the number. The nearest is a Grade 7 item at Ratios level 8, where the child picks what the point (1, k) on a ticket-cost graph means. About one level-6 question in four is a complex-fraction unit rate, a Grade 7 family. A Writing Coach prompt asks the child to explain a unit rate; Writing Coach is a district-enabled paid feature and is not counted. (24OCT2026 Georgia build) Blocking clause: Describe the concept of rates and unit rate in the context of a ratio relationship. |
| 6.NR.4.5 | FULL | ratiosSaplingQ L6 kinds 0-2 (kind 0 price per notebook; kind 1 train speed, typed on a number pad in about 6 of 10 interactive deals; kind 2 better buy, options name the packages only) + complexRateQ (about 1 in 4 of L6, typed). Outside grade 6: ratiosQ L3-L4 (Grade 5) '5 notebooks cost $12.50. What is the price per notebook?' (picked from three); 'A train travels 120 miles in 2 hours at a steady speed. What is its unit rate, in miles per hour?' (typed in about 6 of 10 interactive deals, otherwise '60 miles per hour' is picked); 'Which is the better buy? A: 12 oz for $3.00. B: 16 oz for $4.80.' ('package A' / 'package B' / 'they cost the same per ounce'). In English and Spanish. ▶ Play a live item from this skill |
Georgia asks the child to solve unit-rate problems, including unit pricing and constant speed. Ratios level 6 practises both, in English and Spanish. Unit pricing, about a quarter of level 6: the child divides a total price by the count ('5 notebooks cost $12.50. What is the price per notebook?', with prices that include half dollars), picked from three. The better-buy item, about another quarter, names only the packages in its choices, so the child works out both prices per ounce to compare them; in about a third of deals the two cost the same per ounce, and that option is then the answer. 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?'. It is typed on a number pad in about 6 of 10 interactive deals and otherwise picked. The explanations say 'per' signals division and that a unit rate is the amount for ONE. About one level-6 question in four is a typed fraction-by-fraction unit rate, a Grade 7 family that is not needed here. Weaknesses: printed sheets and the placement check keep every item multiple choice, the speeds are whole multiples of 10 over 2 to 4 hours, and the typed train item and the better-buy item are where the calculation is shown best. FULL. (24OCT2026 Georgia build) |
| 6.NR.4.6 | FULL | percentsSaplingQ L5 (p% of n as a rate per 100) + L6 (find the whole from a part and the percent; find the percent); circleGraphQ kind 2 (Statistics L5: a count from a percent of a total). Outside grade 6: percentsQ L2 + L4 (percent of a number; discount savings, Grade 5); percentsSaplingQ L8 + percentAppsQ (tax, tips, commissions, Grade 7) Picked from three, in English and Spanish. Grade 6: 'What is 35% of 120?' (explanation: '35% means 35 for every 100 — that is, 35/100 × 120 = 42'); '24 is 40% of a number. What is the number?'; 'In a class of 40, 30 students carry a backpack. What percent is that?'; 'The circle graph shows how a class voted on a mascot for a total of 40. How many does Fox (25%) stand for?'. Grade 5: 'A $120 game is 25% off. How many dollars do you save?'. Grade 7: 'A $60 purchase carries 10% tax. What is the total?'. ▶ Play a live item from this skill |
Georgia asks the child to find a percent of a quantity as a rate per 100 and to solve everyday problems given a percent. Percents level 5 asks for p% of n ('What is 35% of 120?', with percents that are odd multiples of 5 and quantities that are multiples of 20). The explanation reads the percent as a rate per 100: '35% means 35 for every 100 — that is, 35/100 × 120 = 42'. Level 6 works the other way. Half its items find the whole from a part and the percent ('24 is 40% of a number'), with an explanation that goes through 1% and 100%. The other half find what percent of a class carries a backpack. Everyday problems given a percent: at Statistics level 5 (Grade 6) the child finds how many votes a 25% wedge of a 40-vote circle graph stands for. At Percents level 4 (a Grade 5 level) every item is a discount ('A $120 game is 25% off. How many dollars do you save?'), and Percents level 8 (Grade 7) adds tax, tips and commissions. Everything is picked from three, in English and Spanish. Weaknesses: the Grade 6 Percents items are number sentences, except the backpack item, which finds a percent instead of using a given one. So the everyday problems given a percent come from the circle-graph item and from the Grade 5 and Grade 7 Percents levels. In level-5 items one wrong choice is often ten times the answer (the per-10 slip), and nothing is typed. FULL. (24OCT2026 Georgia build) |
| 6.NR.4.7 | PARTIAL | ratiosSaplingQ L7 kinds 0-1 (inches → feet with the factor printed; hours → minutes, movie story). Outside grade 6: unitConversionQ L1-L5 (Grade 4 Unit Conversions skill: km/m, m/cm, kg/g, L/mL, lb/oz, hours/minutes, minutes/seconds; stories at L4) Ratios L7, picked from three: 'Convert 78 inches to feet. (12 inches = 1 foot)'; 'A movie lasts 2.5 hours. How many minutes is that?'. Unit Conversions (Grades 4-5): 'How many grams are in 1 kilogram?'; '250 milliliters = ? liters'; 'A hiking trail is 2 kilometers plus 300 more meters long. How many meters long is it in all?'; 'A puppy weighs 3 pounds plus 8 more ounces. How many ounces does it weigh in all?' (about 2 in 5 whole-number answers typed in interactive rounds, otherwise picked). In English and Spanish. ▶ Play a live item from this skill |
Georgia asks the child to use ratios to convert within the customary system and within the metric system to solve everyday problems. At the Grade 6 level, Ratios level 7 converts customary length and time, in English and Spanish. The child converts inches to feet, including half feet, with the conversion fact printed ('Convert 78 inches to feet. (12 inches = 1 foot)'). The child also converts hours to minutes in a movie story, whose explanation names the ratio ('the ratio is 60 to 1, not 100 to 1'). Both are picked from three. Metric conversions, and pounds to ounces, are practised only in the Grade 4 Unit Conversions skill (levels 1-5). It covers kilometres, metres, centimetres, kilograms, grams, litres and millilitres, including decimals (250 mL = 0.25 L), with short everyday stories at level 4 (a hiking trail, a ribbon, a bag of potatoes, a puppy's weight). About 2 in 5 whole-number answers there are typed in interactive rounds. Not practiced: 'Use ratios to convert within measurement systems (customary and metric)' at Grade 6. No Grade 6 item converts a metric measurement. The lower-grade metric items convert by multiplying or dividing by a memorized factor, never through a ratio, a rate table or a proportion. Customary capacity (cups, quarts, gallons), yards and miles never appear in a conversion item, and the inches-to-feet prompt prints its factor and has no story. (24OCT2026 Georgia build) Blocking clause: Use ratios to convert within measurement systems (customary and metric) |
| 6.GSR.5.1 | 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 child picks the area from three choices, in English and Spanish. Every item is a bare shape labeled cm, m or 'units', so Georgia's 'Find the area of these geometric figures to solve problems' is practiced for these shapes as mathematical problems, with no real-life setting. Not practiced: 'Explore area as a measurable attribute ... conceptually by composing or decomposing into rectangles, triangles, and other shapes.' The child never composes or decomposes a figure. The composing and decomposing appears only in the explanation shown after an answer: the parallelogram's end triangle slides across to make a rectangle, a triangle is half a parallelogram, and a kite fills half a rectangle. 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. (24OCT2026 Georgia build) Blocking clause: Explore area as a measurable attribute of triangles, quadrilaterals, and other polygons conceptually by composing or decomposing into rectangles, triangles, and other shapes. |
| 6.GSR.5.2 | PARTIAL | geometrySaplingQ L8 saKind 0 (cube-net SA; in some interactive deals the cube-net picker instead) + saKind 1 (rectangular-prism-net SA). The other third of L8 (saKind 2) is a soup-can cylinder worked by formula, with no net. '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?'. Both are picked from three, in English and Spanish. In some interactive cube deals the child instead sees three drawn nets and answers 'Which of these nets folds into a CUBE?' (no surface area is asked). ▶ Play a live item from this skill |
Geometry Level 8 finds surface area from a net given 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.' The explanation adds up the faces of the unfolded net and names the slips of forgetting the 2 and giving the volume instead. Answers are picked from three choices, in English and Spanish. Not practiced: figures 'with ... triangular faces'. Every net is a cube or a rectangular prism made only of rectangles, so no triangular prism or pyramid net is ever given, and no triangle's area is ever part of a surface-area total. The surface-area nets are described in words, not drawn. The only drawn nets are in the cube picker ('Which of these nets folds into a CUBE?', always the cross), which asks for no surface area. The nearest item with triangular faces is a Grade 8 square-pyramid formula item (Geometry Level 10), worked without a net and not counted here. (24OCT2026 Georgia build) Blocking clause: with rectangular and triangular faces |
| 6.GSR.5.3 | PARTIAL | volumeSaplingQ L5 (V = Bh with a given base area B and an n.5 height; typed on the number pad in interactive rounds, picked from three in plain rounds) + L4 (V = l × w × h with an n.5 height, picked from three) L5: 'A prism's base has area B = … cm² and its height is … cm. Use V = Bh. What is the volume, in cubic centimeters?', with B a whole number from 6 to 24 and h from 2.5 to 5.5. In interactive rounds the volume is typed on the number pad with no choices on screen; on paper, in the placement check and in Duel the same item is picked from three. 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, picked from three. English and Spanish. ▶ Play a live item from this skill |
Volume Level 5 gives a base area B and a height such as 3.5 cm and says 'Use V = Bh'. In interactive rounds the child types the volume on the number pad with no choices on screen (since 24 Oct 2026), and a typed slip such as dropping the half gets its own note. Volume Level 4 asks for the volume of a right rectangular prism with one n.5 edge (for example 4 × 3 × 2.5 units), picked from three. Its explanation applies V = l × w × h and reads the half unit as half a layer. English and Spanish. Not practiced in full: 'right rectangular prisms with fractional edge lengths' worked by V = (area of base) × (height). The V = Bh item never says the prism is rectangular and gives B outright as a whole number, so the child never finds the area of a rectangular base before multiplying by the height. The Level 4 rectangular prism is worked with V = l × w × h, not with V = Bh. At both levels the only fractional edge is the height, and it is always exactly one half; no base edge is ever a fraction (such as 2½ × 3¼). Where the V = Bh item keeps choices (paper, the placement check and Duel), how many choices end in .5, read together with which two choices sit closer, still finds the answer in about 81% of deals (chance 33%). (24OCT2026 Georgia build) Blocking clause: right rectangular prisms with fractional edge lengths |
| 6.PAR.6.1 | PARTIAL | expressionsQ L2 branch 0 (b^e = ?, multiple choice) '5^3 = ?' picked from three numbers. b runs from 2 to 5 and e from 2 to 4 (2 to 3 when b is 4 or 5); b × e and b + e are the planted wrong answers. English and Spanish. ▶ Play a live item from this skill |
Half of Expressions Level 2 asks the child to evaluate a power such as 5^3, picking 125 from three numbers, in English and Spanish. The explanation writes the power out as 5 × 5 × 5 and names multiplying base by exponent as the trap ('the exponent counts FACTORS, not addends'). Not practiced: writing any numerical expression with an exponent, and any base that is not a whole number. Every base is a whole number from 2 to 5, so no fraction or decimal base such as (1/2)^3 or 0.4^2 is ever evaluated. The power is always asked on its own, never inside a longer expression. No Grade 6 item has the child write an expression with an exponent; the only 'write it as a power' item is 'How do you write 1,000 as a power of 10?' in the Grade 5 Place Value skill, picked from three and not counted here. (24OCT2026 Georgia build) Blocking clause: Write and evaluate numerical expressions involving rational bases |
| 6.PAR.6.2 | PARTIAL | factorsSaplingQ L5 (GCF) + L6 kind 0 (LCM), 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; both at most 84). '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 and 9 & 12. In interactive rounds about 2 answers in 5 are typed on a number pad; the rest are picked from three. English and Spanish. ▶ Play a live item from this skill |
Factors & Multiples Level 5 asks for the greatest common factor of two whole numbers, and Level 6 asks for the least common multiple of two numbers no greater than 12, in English and Spanish. In practice sessions about two answers in five are typed on a number pad; the rest are picked from three. Each explanation shows one method: the GCF item writes both numbers as the common factor times two numbers that share no factor, and the LCM item lists multiples until one is shared. Not practiced: 'using a variety of strategies to make sense of applicable problems'. Every item is a bare 'find the GCF' or 'find the LCM' question. No problem is set in a situation (such as making equal teams from two groups, or two schedules lining up), and no item asks the child to use or compare a strategy. The GCF asked is always 4, 6, 8, 9 or 12, and only eight LCM pairs are dealt. (24OCT2026 Georgia build) Blocking clause: using a variety of strategies to make sense of applicable problems |
| 6.PAR.6.3 | FULL | expressionsQ L3 (typed exprwrite:tickets / exprwrite:twice in half of live deals; MC ticket-cost and phrase otherwise) Typed: 'Each ticket costs $4 and you pay a flat $3 for shipping. Write the expression for the cost of b tickets.' → 4b + 3; 'Write the expression: "5 less than twice a number n".' → 2n − 5. Both are judged by equivalence, so 3 + 4b counts and 4 + 3b and 5 − 2n are refused. Picked: 'Which expression gives the cost of b tickets?' (4b + 3 beside 4 + 3b and 7b); 'Which expression says "5 less than twice a number"?' (2n − 5 beside 5 − 2n and 2(n − 5)). English and Spanish. ▶ Play a live item from this skill |
Georgia asks the child to write and read expressions that represent operations with numbers and variables in realistic situations. Both are practiced at Expressions Level 3, in English and Spanish, in a realistic buying situation. Write: in half of live Level 3 items the child types the expression, and half of those are the ticket order: '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 3 + 4b counts and 4 + 3b is refused. Read: in the other live items, and in every paper item, the child reads three expressions and picks the one that fits the situation: 4b + 3, beside 4 + 3b (price and fee swapped) and 7b (shipping charged on every ticket). The explanation says what each part stands for: the per-ticket cost carries the variable, and the shipping is paid once. The same write-and-read pair is also asked for a bare phrase ('5 less than twice a number n' → 2n − 5). Limits: the realistic situation is always the ticket order (a price times a count plus a one-time fee), so the operations in a realistic setting are multiplication and addition, and every prompt names the letter. FULL. (24OCT2026 Georgia build) |
| 6.PAR.6.4 | PARTIAL | expressionsQ L2 branch 1 (evaluate ax + b at x; number pad in half of live deals) + volumeSaplingQ L4 (V = l × w × h, picked) and L5 (V = Bh, typed in interactive rounds) 'Evaluate 3x + 4 when x = 5.' The child types 19 on the number pad in half of live deals, otherwise picks it beside 39 (digits glued) and 27 (added first). Formula evaluation on bare prisms: 'A right rectangular prism measures 4 × 3 × 2.5 units. What is its volume?' (picked) and 'A prism's base has area B = 13 cm² and its height is 3.5 cm. Use V = Bh. What is the volume, in cubic centimeters?' (typed in interactive rounds). English and Spanish. ▶ Play a live item from this skill |
Half of Expressions Level 2 asks the child to evaluate an expression at a given value ('Evaluate 3x + 4 when x = 5.'). In half of live deals the child types the value on a number pad; otherwise the child picks it from three, beside the glued-digits slip (35 + 4 = 39) and the added-first slip (27). The explanation substitutes and multiplies first. The child also evaluates the volume formulas at given measurements: V = l × w × h by choosing (Volume Level 4) and V = Bh by typing in interactive rounds (Volume Level 5). English and Spanish. Not practiced: 'including expressions that arise in everyday situations'. The evaluated expression is always the bare template ax + b with whole numbers, and the volume items are bare prisms with no setting. No item gives an everyday expression, such as 4b + 3 for the cost of b tickets, and asks its value for a given number. The nearest is Equations Level 6, where the child reads a distance-and-time table and finds d at a later hour, but there the expression is not given and the child must find the relationship first. (24OCT2026 Georgia build) Blocking clause: including expressions that arise in everyday situations |
| 6.PAR.6.5 | FULL | expressionsQ L4 (MC 'Which expression is equivalent to a(x + b)?' and 'Combine like terms: ax + bx = ?'; typed exprwrite:dist / exprwrite:combine in half of live deals) Identify, picked from three in half of live items and in all paper items: '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. Generate, typed in the other live half: '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). English and Spanish. ▶ Play a live item from this skill |
Georgia asks the child to apply the properties of operations to identify and to generate equivalent expressions. Both are practiced at Expressions Level 4, in English and Spanish. Identify: in half of live items and in every paper item the child picks the one expression equivalent to a given one. 'Which expression is equivalent to 4(x + 3)?' is keyed 4x + 12, beside two of five named slips, and 'Combine like terms: 5x + 2x = ?' is keyed 7x, beside 7x² and 10x. The explanations argue from the properties: 'Distribute the 4 to BOTH addends', and adding like terms adds the coefficients and 'never changes the exponent'. Generate: in the other live half the child types the equivalent form. 'Write 4(x + 3) WITHOUT parentheses' must be answered with an expression equal to 4x + 12 that has no brackets, and typing the given form back is refused. 'Write 5x + 2x with the like terms combined' must be one term, 7x. Any equivalent answer in the asked-for form is accepted, so 12 + 4x counts. Limits: the properties used are the distributive property and combining like terms (no item asks the child to commute, regroup or use an identity), coefficients are positive whole numbers, and each identify question has exactly one equivalent choice. Two leniencies remain in the typed check: a bracketed sum such as (5 + 2)x is accepted as one term, and an expanded form need not be simplified (4x + 4 × 3 is accepted). FULL. (24OCT2026 Georgia build) |
| 6.PAR.7.1 | PARTIAL | inequalitiesQ L2 (test a three-number set against x + a > c or x + a < c) + equationsSaplingQ L6 substitution branch (test a set against ax + b = r, about one L6 item in four) 'Which value from the set {5, 6, 9} makes x + 4 > 10 true?' (or < c), with the boundary value that lands exactly on c as a named wrong choice; 'Which value from the set {4, 5, 7} makes 3x + 4 = 19 true?'. The child picks the one working value from three, in English and Spanish. ▶ Play a live item from this skill |
The child tests given values and picks the one that works, in English and Spanish. Every Inequalities Level 2 item asks which value from a three-number set makes a one-step inequality such as x + 4 > 10 (or x + a < c) true. The boundary value, which lands exactly on c, is a named wrong choice, and the explanation tests each value. About one Equations Level 6 item in four asks the same about an equation, but that equation is two-step (3x + 4 = 19); its explanation says that testing each value is the method. Not practiced: 'Determine whether an equation and inequality involving a variable is true or false for a given value of the variable.' No item gives a single value and asks whether the statement is true or false, and every set holds exactly one working value. No one-step equation is tested with given values (the one-step equations at Equations Level 5 are solved, not tested), and the inequality items use only > and <. 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. (24OCT2026 Georgia build) Blocking clause: Determine whether an equation and inequality involving a variable is true or false for a given value of the variable. |
| 6.PAR.7.2 | PARTIAL | equationsSaplingQ L5 (typed eqwrite:sub / eqwrite:mul in live deals) + rationalOneStepQ form 2 (MC 'Which equation models the situation?'); inequalitiesQ L1 (typed ineqwrite in half of live deals + MC h > c / d < c) + L3 ('How many solutions does x > c have?') Typed equations: '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. Picked: 'Sam had x dollars. He spent $2.50 and now has $9.10. Which equation models the situation?'. Typed inequalities: '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 and d < c. Picked: 'How many solutions does x > c have?' → 'infinitely many — any value above c is fine'. English and Spanish. ▶ Play a live item from this skill |
Writing is practiced for both equations and inequalities, in English and Spanish. Equations: in about a quarter of live Equations Level 5 items the child types the equation for a story, 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'; a solved form such as s = 19 is refused. In one Level 5 item in nine the child picks which of x + a = b, x − a = b and ax = b models a money story with decimal amounts. Inequalities: in half of live Inequalities Level 1 items the child types the inequality for a condition ('MORE than 48 inches tall' → h > 48, 'AT MOST c people' → p ≤ c, 'AT LEAST c points' → s ≥ c, 'LESS than $18 left' → d < 18); the other items pick h > c or d < c from three. Not practiced: (a) 'explain that a variable can represent an unknown number or any number in a specified set'. The letter stands for one unknown in the equation stories and for a whole set in 'How many solutions does x > c have?' (answered 'infinitely many'), but no item asks the child what a variable stands for, and the child never explains. (b) '... and solve problems'. The typed writing and the typed solving ('Solve s − 7 = 12. Write s = …') are separate items, never one problem written and then solved. No Grade 6 item solves a one-step inequality such as x + 3 > 7, because every inequality the child writes is already in the form x > c. (24OCT2026 Georgia build) Blocking clause: and solve problems; explain that a variable can represent an unknown number or any number in a specified set |
| 6.PAR.7.3 | PARTIAL | equationsSaplingQ L5 (typed eqwrite:mul / eqwrite:sub; typed eqsolve1:mul / eqsolve1:sub; MC x + a = b, x − a = b, ax = b, x ÷ a = b) + rationalOneStepQ (MC decimal x ± p = q; MC (1/n)x = q; MC 'Which equation models the situation?') Typed writing (whole numbers): '4 equal boxes hold 72 crayons in all. Write the equation for the crayons c in each box.' → 4c = 72; 'Ivy had s stickers, gave away 7, and has 12 left. Write the equation.' → s − 7 = 12. Typed solving: 'Solve 4c = 72. Write c = …'; 'Solve s − 7 = 12. Write s = …'. Picked: x + a = b, ax = b, x ÷ a = b and x − a = b with whole numbers; x + 1.5 = 7.3, x − 1.5 = 5.8 and (1/3)x = 4; 'Sam had x dollars. He earned $2.50 and now has $9.10. Which equation models the situation?' (x + a = b, x − a = b and ax = b with decimals on screen). English and Spanish. ▶ Play a live item from this skill |
Solving is practiced in all three of Georgia's forms, in English and Spanish. At Equations Level 5 the child solves x + a = b, ax = b and x ÷ a = b (and x − a = b) with whole numbers by choosing from three, and in some live items types the solution of bc = N or s − a = b ('Solve 4c = 72. Write c = …'). One Level 5 item in three goes to rational one-step equations, all picked from three: x + 1.5 = 7.3 or x − 1.5 = 5.8 with decimals, and (1/3)x = 4, which is x/3 = 4 written with a unit-fraction coefficient. Writing: in about a quarter of live Level 5 items the child types the equation for a whole-number story, 4c = 72 for equal boxes of crayons (px = q) or s − 7 = 12 for Ivy's stickers (the x − p = q form, which Georgia does not list). The child also picks which of x + a = b, x − a = b and ax = b models a money story with decimal amounts. Not practiced: solving a problem by writing and then solving its own equation; the typed writing and the typed solving are always separate items. No item has the child write an x/p = q equation, and x + p = q is written only by choosing. Every typed equation uses whole numbers, so equations with fractions or decimals are written only by choosing, and x/p = q is solved only with a whole-number divisor and a whole-number quotient (as x ÷ a = b or (1/n)x = q). (24OCT2026 Georgia build) Blocking clause: Solve problems by writing and solving equations of the form x + p = q, px = q and x/p = q |
| 6.PAR.7.4 | FULL | inequalitiesQ L1 (typed ineqwrite in half of live deals + MC h > c / d < c) + L3 (RayPick raydraw in live deals; MC number-line picture; 'How many solutions does x > c have?') Typed: 'To ride the roller coaster you must be MORE than c inches tall… (h = height)' → h > c; 'An elevator holds AT MOST c people… (p = people)' → p ≤ c; 'You need AT LEAST c points to pass… (s = points)' → s ≥ c; 'You have LESS than $c left… (d = money)' → d < c. Picked: h > c beside h < c and h = c, or d < c beside d > c and 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 circle-and-shading description for x > c, x ≥ c, x < c or x ≤ c, and 'How many solutions does x > c have?' → 'infinitely many — any value above c is fine' over 'exactly one' and 'none'. English and Spanish. ▶ Play a live item from this skill |
Georgia asks the child to recognize and generate inequalities of the form x > c, x ≥ c, x ≤ c or x < c for situations with infinitely many solutions, and to represent their solutions on a number line. All of it is practiced, in English and Spanish. Generate: in half of live Inequalities Level 1 items the child types the inequality for a real-life condition, in all four forms: 'MORE than 48 inches tall' → h > 48, 'LESS than $18 left' → d < 18, 'AT LEAST c points' → s ≥ c and 'AT MOST c people' → p ≤ c. The checker refuses the wrong direction and a swap between strict and inclusive signs. Recognize: the other Level 1 items, and every one on paper, have the child pick the inequality that says the condition (h > c beside h < c and h = c, or d < c beside d > c and d = c). About half of Level 3 asks 'How many solutions does x > c have?', and the child picks 'infinitely many — any value above c is fine' over 'exactly one' and 'none'. Represent: in about a quarter of live Level 3 items the child builds the solution set of x > c, x < c, x ≥ c or x ≤ c on a number line by tapping the boundary, an open or closed circle and the direction, and the item is scored right only when all three are right. The other number-line items have the child pick the matching circle-and-shading description, with all four symbols. Limits: the picked inequalities for a situation use only > and <, the boundary on the number line is always a whole number from 2 to 10, and paper practice has no typed or built items. FULL. (24OCT2026 Georgia build) |
| 6.PAR.8.1 | PARTIAL | integersQ L1 form 2 ('On the number line, where is −n?', answered in words); inequalitiesQ L3 raydraw (RayPick: tap a whole-number boundary on a horizontal row of number buttons, interactive only); coordinateSaplingQ L5 (plot a rectangle's four given vertices on a 0-9 tap grid, interactive only) + L4 (which quadrant a signed point is in); ratiosSaplingQ L5 kind 1 (plot three ratio-table pairs on the 0-9 tap grid, interactive only) 'On the number line, where is −7?' picked from '7 units LEFT of zero' / '7 units RIGHT of zero' / 'between 0 and 7, on the POSITIVE side' (no line is drawn). In interactive 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; 'Draw the rectangle on the plane — plot its four vertices: (2, 1), (5, 1), (5, 4), (2, 4).' on a first-quadrant 0-9 tap grid. 'Table of equivalent ratios — lemons → ounces: 1 → 3, 2 → 6, 3 → 9. Plot the pairs (lemons, ounces).' on the same 0-9 grid (interactive only). 'Which quadrant is the point (−3, 5) in?' picked from three. English and Spanish. ▶ 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 taps a boundary such as 6 on a horizontal row of number buttons while graphing an inequality; the boundary is always a whole number from 2 to 10. In interactive Coordinate-grid Level 5 rounds the child plots a rectangle's four given vertices on a tap grid that runs 0 to 9 on both axes. In interactive Ratios Level 5 rounds the child also plots three ratio-table pairs such as (1, 3), (2, 6) and (3, 9) on the same 0-9 grid. Coordinate-grid Level 4 asks which quadrant a signed point such as (−3, 5) is in, picked from three. All of these are in English and Spanish. Not practiced: placing a negative number, a fraction or a decimal on a number line; any vertical number line; and plotting any pair with a negative or non-integer coordinate. Every point the child places on the coordinate plane is a whole-number pair in the first quadrant, and signed points are only named by quadrant, never placed. The two placing items are interactive only; paper practice and the placement check do not show them. Placing fractions between 0 and 1 on a line happens only at Fractions Levels 2-4 (Grade 3), and tapping where a frog lands on an integer line below zero only at Integers Level 5 (Grade 7); neither is counted here. (24OCT2026 Georgia build) Blocking clause: position rational numbers on a horizontal or vertical number line; ... position pairs of integers and other rational numbers on a coordinate plane |
| 6.PAR.8.2 | PARTIAL | coordinateSaplingQ L4 (quadrant of a signed point; reflection of a first-quadrant point across the x-axis) 'Which quadrant is the point (x, y) in?', with x and y signed integers from ±1 to ±8 (all four quadrants occur), picked from three of I-IV; 'Which point is the reflection of (x, y) across the x-axis?' for a first-quadrant point, with the choices (x, −y), (−x, y) and (−x, −y). English and Spanish. ▶ Play a live item from this skill |
Coordinate-grid Level 4 asks which quadrant a signed point such as (−3, 5) is in. All four quadrants occur, and the two wrong choices are two of the other three quadrants, picked at random. The explanation reads the sign of x as left or right and the sign of y as up or down. Level 4 also asks for the reflection of a first-quadrant point across the x-axis, keyed (x, −y) beside (−x, y) and (−x, −y); the explanation says flipping x reflects across the y-axis and flipping both reflects twice. Both are picked from three, in English and Spanish. Not practiced: 'Show and explain'. The child only names a quadrant or picks a pair, and never shows the point on the plane or explains why the signs place it there. 'Determine how two ordered pairs may differ based only on the signs' is asked only one way: from a first-quadrant point, find its reflection across the x-axis. No item gives two pairs and asks how they are related, and no item asks for a y-axis or two-axis reflection. The reflection's answer is always the only choice with a positive first coordinate. (24OCT2026 Georgia build) Blocking clause: Show and explain that signs of numbers in ordered pairs indicate locations in quadrants ... determine how two ordered pairs may differ based only on the signs |
| 6.PAR.8.3 | PARTIAL | coordinateSaplingQ L5 (same-x two-point distance across the x-axis, picked; plot-rectangle tap grid then same-y side length, interactive only) 'What is the distance between (−3, 5) and (−3, −2)?', with the first y positive and the second negative (x may be negative), picked from three. In about half of interactive Level 5 questions: 'Draw the rectangle on the plane — plot its four vertices: (2, 1), (5, 1), (5, 4), (2, 4).', then 'Now read YOUR shape: how long is the side from (2, 1) to (5, 1)?', picked from three. English and Spanish. ▶ Play a live item from this skill |
Coordinate-grid Level 5 asks for the distance between two points that share an x-coordinate and sit on opposite sides of the x-axis ('What is the distance between (−3, 5) and (−3, −2)?'), picked from three. The explanation writes it as |5 − (−2)| = 5 + 2 = 7: crossing the axis adds both distances to zero. In about half of interactive questions the child instead plots a rectangle's four vertices on the tap grid and then picks the length of its bottom side, between two vertices with the same y-coordinate; that explanation writes |x2 − x1|. English and Spanish. Not practiced: 'Solve problems by graphing points in all four quadrants of the coordinate plane.' The tap grid runs 0 to 9 on both axes, so no point with a negative coordinate is ever graphed, and the two-point distance item is not graphed at all. No prompt asks the child to use absolute value; it appears only in the explanations. The vertical distance always crosses the x-axis, the same-y distance is asked only for a first-quadrant rectangle side in interactive rounds, and no distance is set in a situation. (24OCT2026 Georgia build) Blocking clause: Solve problems by graphing points in all four quadrants of the coordinate plane. |
| 6.PAR.8.4 | PARTIAL | coordinateSaplingQ L5 (plot-rectangle tap-grid item with its same-y side-length follow-up, interactive only; same-x two-point distance, picked) 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, then answers 'Now read YOUR shape: how long is the side from (x1, yb) to (x2, yb)?', picked from three. Otherwise: 'What is the distance between (x, y1) and (x, y2)?', with y1 positive and y2 negative, picked from three. English and Spanish. ▶ 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 is scored on the exact set of four. The child then picks the length of the side from (2, 1) to (5, 1), between two vertices with the same y-coordinate, from three; the explanation subtracts the x's. The other Level 5 item asks for the distance between two bare points with the same x-coordinate. English and Spanish. Not practiced in full: 'Draw polygons in the coordinate plane given coordinates for the vertices'. 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. Only the horizontal side of the plotted shape is asked about, and the same-x distance is never framed as the side of a polygon. (24OCT2026 Georgia build) Blocking clause: Draw polygons in the coordinate plane given coordinates for the vertices |
| Code | Verdict | Evidence (generator · forms) | Notes |
|---|---|---|---|
| 7.NR.1.1 | PARTIAL | rationalStructureQ form 0 (additive inverses; dealt by integersG7Q at Integers L5-L7: about 1 item in 12 at L5, 1 in 18 at L6, 1 in 16 at L7; half bare sums, half a temperature story) 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'). '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', against '0° — no change at all is needed' and '+9° — the same rise has to happen again'). English and Spanish. Writing Coach only (not counted): '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 is an additive-inverse item, picked from three. Half are bare sums such as '9 + (−9) = ?', where the wrong answers 18 and −18 add the sizes and ignore the sign. The other half are one 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 (−9°) that would undo the rise. The explanation calls the two changes opposite quantities, +9 + (−9) = 0, and says every number has an opposite that cancels it. Items are in English and Spanish. This practices 'Show that a number and its opposite have a sum of 0' by computing a given sum, and it shows one situation where opposites cancel. Not practiced: 'Describe situations in which opposite quantities combine to make 0.' The temperature story is the only situation, and it is always given in the prompt, so the child never describes one. The child never shows the sum on a number line or with counters. 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 AI-judged response is not counted here. PARTIAL. (24OCT2026 Georgia build) Blocking clause: Describe situations in which opposite quantities combine to make 0. |
| 7.NR.1.2 | PARTIAL | integersG7Q L5 form 0 (frog hop on TapNumberLine in live rounds: (−a) + b, or a − b crossing zero; bare (−a) + b otherwise) + form 3 (signed halves, (−A) + B) Live rounds: '(−5) + 8: tap where the frog lands on the number line.' The frog sits on −5 on one sideways-scrolling row of number buttons that runs into the negatives, and the child taps the landing (3). Also '4 − 9: tap where the frog lands on the number line.' Otherwise picked from three: '(−5) + 8 = ?', and with halves '(−6.5) + 2.5 = ?'. The hops light up only after the answer. English and Spanish. Writing Coach only (not counted): 'A submarine at −40 m rises 25 m. Write the sum that describes this and explain what the answer tells you about the submarine.' ▶ Play a live item from this skill |
At Integers Level 5 (about one item in seven) the child finds a sum that starts below zero. In live rounds most of these are a frog hop: '(−5) + 8: tap where the frog lands on the number line.' The frog sits on the start number of a row of number buttons that runs into the negatives, and the child taps where it lands after moving 8 to the right. Another live form hops left for a subtraction that crosses zero ('4 − 9'). Otherwise the sum is picked from three, including signed halves such as '(−6.5) + 2.5 = ?'. The explanation says adding on the number line is movement and the addend's sign sets the direction. Items are in English and Spanish. This practices 'p + q as the number located a distance |q| from p' for one case only. The added number q is always positive, so the move is always to the right. Not practiced: the negative direction when q is negative. No item adds a negative number on the line, and the only leftward hop is subtracting a positive. The child taps or picks and never explains the rule. Not practiced: 'Interpret sums of rational numbers by describing applicable situations.' Every sum is bare. With Writing Coach on (a district-enabled paid feature, not counted), one prompt asks the child to write the sum for a submarine at −40 m that rises 25 m and explain what it tells. PARTIAL. (24OCT2026 Georgia build) Blocking clause: explain p + q ... in the positive or negative direction, depending on whether q is positive or negative. Interpret sums of rational numbers by describing applicable situations. |
| 7.NR.1.3 | PARTIAL | integersG7Q L5 form 0 (frog hop on TapNumberLine, live rounds only: (−a) + b, and a − b crossing zero) Live rounds: '(−5) + 8: tap where the frog lands on the number line.' and '4 − 9: tap where the frog lands on the number line.' One horizontal, sideways-scrolling row of integer buttons; the frog sits on the start; the child taps the landing; the hops light up after the answer. English and Spanish. Printed worksheets give the bare sum as three choices, with no number line. ▶ Play a live item from this skill |
In live rounds of Integers Level 5 the child uses a number line to add or subtract: '(−5) + 8: tap where the frog lands on the number line', or '4 − 9', a hop to the left across zero. The line is one horizontal row of integer buttons that runs into the negatives. The frog sits on the start number, and the child taps the landing. Items are in English and Spanish. This is the only place where addition and subtraction are carried out on a number line. Not practiced: 'to solve authentic problems'. Every hop is a bare sum or difference, and no story or measurement is ever put on the line. The representation is also partial. The app places the start, and the child taps one landing number without drawing or labeling the jump. Every number on the line is an integer, so no fraction or decimal is located, and the hop is always a positive step. The line is always horizontal. Printed worksheets have no number line. PARTIAL. (24OCT2026 Georgia build) Blocking clause: to solve authentic problems |
| 7.NR.1.4 | PARTIAL | integersG7Q L5 form 1 ('Rewrite p − q as addition'; 'a − (−b) = ?') + form 4 (signed halves, 'a.5 − (−b.5) = ?') + form 2 (distance between two integers on the number line, about 1 item in 7) Picked from three: 'Rewrite 5 − 9 as addition.' (5 + (−9), against two of 5 + 9, −5 + 9, 9 + (−5) and −5 + (−9)); '7 − (−4) = ?' (11, against 3 and −11); '4.5 − (−1.5) = ?' (6); 'What is the distance between −5 and 7 on the number line?' (12; the pair straddles zero) or 'What is the distance between −12 and −8 on the number line?' (4, against 20 and 12). The explanation writes Distance = |7 − (−5)| = 12. English and Spanish. ▶ Play a live item from this skill |
At Integers Level 5 the child rewrites a difference as a sum, picking 5 + (−9) for 'Rewrite 5 − 9 as addition' from three; the wrong choices swap the order or flip signs. The child also subtracts negatives, such as '7 − (−4) = ?' and signed halves like '4.5 − (−1.5) = ?'. The explanations state p − q = p + (−q) for every rational number. In a separate form (about one Level 5 item in seven), the child picks the distance between two integers on the number line. Some pairs sit on opposite sides of zero (−5 and 7). Others are both negative (−12 and −8), where adding the two sizes is a wrong choice. The explanation writes the distance as the absolute value of the difference, |7 − (−5)| = 12. Items are in English and Spanish. Held PARTIAL. Not practiced: 'apply this principle in contextual situations'. Every distance item is two bare integers, with no temperatures, elevations or money. No distance endpoint is a fraction or a decimal, and no number line is drawn. The child picks answers and never explains why subtracting is adding the inverse. That reasoning is only in the explanation shown after the answer. (24OCT2026 Georgia build) Blocking clause: explain subtraction of rational numbers as adding the additive inverse ...; apply this principle in contextual situations |
| 7.NR.1.5 | PARTIAL | rationalStructureQ form 0 (additive inverse; integers L5-L7) + integersG7Q L5 forms 1 and 4 (subtracting as adding the opposite) + form 3 (signed halves) Picked from three: '9 + (−9) = ?'; 'Rewrite 5 − 9 as addition.' (5 + (−9)); '7 − (−4) = ?' (explanation: 'Subtracting a negative adds its opposite'); '(−6.5) + 2.5 = ?'. English and Spanish. No item asks the child to reorder or regroup addends, or to split a number into parts, to make a sum or difference easier. |
Integers Levels 5-7 have the child add and subtract signed integers and signed halves, picked from three, in English and Spanish. Two properties appear as items: a number plus its opposite is 0 ('9 + (−9) = ?'), and subtracting is adding the opposite ('Rewrite 5 − 9 as addition', '7 − (−4) = ?'). The explanations name those two ideas. Held PARTIAL. No item asks the child to use the commutative or associative property as a strategy, such as regrouping −3.5 + 8 + 3.5 so the opposites cancel first. No item uses part-whole reasoning, such as splitting a number to cross zero. The child picks a final answer, so the strategy is never seen. No item adds or subtracts two signed fractions, and every signed decimal ends in .5 with a whole-number answer. Not practiced as Georgia writes it: 'Apply properties of operations, including part-whole reasoning, as strategies to add and subtract rational numbers.' (24OCT2026 Georgia build) Blocking clause: Apply properties of operations, including part-whole reasoning, as strategies |
| 7.NR.1.6 | PARTIAL | integersG7Q L7 forms 0 and 2 (temperature drop: a negative rate times hours, whole or .5 rate; about half of L7) + percentsSaplingQ L8 and percentAppsQ (a price multiplied by a percent) Picked from three: 'The temperature drops 3° each hour for 6 hours. What is the total change?' (−18°, against 18° and −9°); 'The temperature drops 2.5° each hour for 4 hours. What is the total change?' (−10°); 'A $60 purchase carries 15% tax. What is the total?' ($69); 'You deposit $300 at 4% simple interest per year for 3 years. How much interest do you earn?' ($36). English and Spanish. Writing Coach only (not counted): 'Explain why (−3) × 4 = −12, and then why (−3) × (−4) = 12. Use repeated addition or a pattern in your explanation.' ▶ Play a live item from this skill |
At Integers Level 7 about half the items set a signed product in a story, picked from three: 'The temperature drops 3° each hour for 6 hours. What is the total change?' (−18°, against 18° and −9°), and the same with a .5 rate such as 2.5° an hour for 4 hours. The explanation says the sign carries the direction of the change and the number carries its size, and that a decimal rate multiplies like a whole one. At Percents Level 8 the child multiplies prices by percents inside tax, tip, commission and simple-interest problems. Items are in English and Spanish. This practices multiplying rational numbers in realistic settings, and the 18° choice checks that the child reads the sign. Held PARTIAL. The only signed setting is a falling temperature, which is always a negative rate times a positive number of hours. No application multiplies two negative numbers or two fractions, and every product is a whole number. The child picks a product and never says what it means; the sense-making is in the explanation shown after the answer. Integers Level 6 practices bare signed products such as '(−4) × (−6) = ?', with no setting. With Writing Coach on (a district-enabled paid feature, not counted), one prompt asks the child to explain (−3) × 4 and (−3) × (−4) with repeated addition or a pattern. Not practiced in full: 'Make sense of multiplication of rational numbers using realistic applications.' (24OCT2026 Georgia build) Blocking clause: Make sense of multiplication of rational numbers |
| 7.NR.1.7 | PARTIAL | rationalStructureQ form 2 (integers L5-L7, about 1 item in 12 at L5): 'What is ALWAYS true of the quotient of two integers' and 'What kind of number is −a ÷ b?' + integersG7Q L6 forms 2-3 (bare signed quotients) Picked from three: 'What is ALWAYS true of the quotient of two integers, like −7 ÷ 4?' ('it is a rational number (as long as the divisor is not 0)', against 'it is always an integer (as long as the divisor is not 0)' and 'it is irrational whenever it does not divide evenly'); 'What kind of number is −18 ÷ 6?' ('−18/6 is an integer, not a number between integers, and it is rational, not irrational', against two of the three other combinations). Integers L6: '(−24) ÷ 4 = ?', '(−12) ÷ 1.5 = ?'. English and Spanish. |
At Integers Levels 5-7 (about one item in twelve at Level 5) the child picks what kind of number a quotient of integers is, from three choices. One form asks 'What is ALWAYS true of the quotient of two integers, like −7 ÷ 4?', and the key is 'it is a rational number (as long as the divisor is not 0)'. The other gives a quotient that comes out whole, such as −18 ÷ 6, and the child picks the option that says it is an integer and rational, not a number between integers and not irrational. The explanations say a quotient of integers is p/q by definition, that a quotient that does not come out even gives a repeating decimal, and that only dividing by 0 is off-limits. Integers Level 6 practices bare signed quotients such as '(−24) ÷ 4 = ?'. Items are in English and Spanish. This practices recognizing that a quotient of integers is rational. Held PARTIAL. Georgia's verbs are show and explain, and the child only picks a sentence. The 'ALWAYS true' item has the same correct sentence in every deal, so it can be answered from memory. The zero-divisor condition appears only inside option text, and no item asks what happens when the divisor is 0. (24OCT2026 Georgia build) Blocking clause: Show and explain that integers can be divided ... and every quotient of integers is a rational number |
| 7.NR.1.8 | PARTIAL | integersG7Q L6 forms 0-3 (bare signed products and quotients, about half of L6) + L7 forms 0-2 (temperature drop; debt split) Picked from three: '(−4) × (−6) = ?', '(−3) × 7 = ?', '(−24) ÷ 4 = ?', '(−3.5) × 8 = ?', '(−12) ÷ 1.5 = ?'; 'The temperature drops 3° each hour for 6 hours. What is the total change?' (−18°); '4 friends split a −$28 debt equally. What is each person's share?' (−$7, against slips such as $7, −$28 and a dollar or two off). English and Spanish. ▶ Play a live item from this skill |
At Integers Level 6 the child multiplies and divides signed numbers, picked from three: '(−4) × (−6) = ?', '(−24) ÷ 4 = ?', and signed halves such as '(−3.5) × 8 = ?' (whole-number results only). The explanations give the sign rules as flipping across zero and counting negatives, and check a quotient by multiplying back. At Level 7 the child works a signed product or quotient inside a given story: a temperature that drops 3° an hour for 6 hours (−18°), or '4 friends split a −$28 debt equally' (−$7). The explanation says a positive $7 would mean each person gained money. Items are in English and Spanish. This practices reading the sign of a product or quotient inside a story the app supplies. Held PARTIAL. Not practiced: 'Represent the multiplication and division of integers using a variety of strategies.' No item has the child model a product with a number line, counters, repeated addition or a pattern; only the answer is picked. Not practiced: interpreting products and quotients 'by describing them based on the relevant situation'. The child never describes a situation, and the only two situations are a falling temperature and a shared debt. With Writing Coach on (a district-enabled paid feature, not counted), Level 6 prompts ask the child to explain −12 ÷ 3 against −12 ÷ (−3), and (−3) × (−4) with repeated addition or a pattern. (24OCT2026 Georgia build) Blocking clause: Represent the multiplication and division of integers using a variety of strategies ... by describing them based on the relevant situation |
| 7.NR.1.9 | PARTIAL | complexRateQ (ratios L6, typed unit rate a/b ÷ c/d in a story; the explanation multiplies by the reciprocal) + integersG7Q L7 forms 0-2 + percentsSaplingQ L8 and percentAppsQ + rationalStructureQ form 1 (bare reciprocal) 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). Picked from three: 'The temperature drops 2.5° each hour for 4 hours. What is the total change?'; '4 friends split a −$28 debt equally. What is each person's share?'; 'A $60 purchase carries 15% tax. What is the total?'; bare 'What number do you multiply −3/4 by to get 1?' (−4/3). English and Spanish. |
The child solves multiplication and division problems with rational numbers in settings. At Ratios Level 6 (about one item in four, at least twice per full round) the child types a unit rate from two fractions, such as 'A hiker covers 3/4 of a mile in 2/3 of an hour' (9/8). The explanation works the division as multiplying by the reciprocal and names multiplying without inverting as the classic slip. At Integers Level 7 the child picks a signed product or quotient in a temperature or debt story. At Percents Level 8 the child multiplies by a percent in tax, tip, commission and interest problems, and the tax explanation adds that adding 15% is multiplying by 1.15. A bare item asks what to multiply −3/4 by to get 1. Items are in English and Spanish. Held PARTIAL. No item asks the child to use the distributive, commutative or associative property as a strategy, such as finding 15% of $60 as 10% plus 5%, or regrouping factors to make a product easier. The reciprocal is the one property a problem needs, and even there only the final rate is checked. The property reasoning appears in explanations shown after the answer. Not practiced: 'Apply properties of operations as strategies to solve multiplication and division problems'. (24OCT2026 Georgia build) Blocking clause: Apply properties of operations as strategies |
| 7.NR.1.10 | PARTIAL | percentsSaplingQ L7 forms 0-2 (fraction, decimal and percent equivalents; a level that also serves grade 6) + longDivisionQ (integers L6, 1 in 3 at L6; LEVEL_EVIDENCE 'integers:6' floor of 2 'fd' items per full round) Percents L7, picked from three: 'Which decimal equals 25%?' (0.25, against 2.5 and another decimal); 'What percent equals 3/5?' (60%); 'Which fraction equals 0.4?' (2/5, against another fraction and 40/10). Integers L6, 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?'; '5/12 is in lowest terms. Without dividing all the way out: does its decimal terminate or repeat?'. English and Spanish. ▶ Play a live item from this skill |
Two families practice this. At Percents Level 7 the child converts among fractions, decimals and percents, picked from three: 'Which decimal equals 25%?' (0.25, beside 2.5, the one-place slip), 'What percent equals 3/5?' (60%), and 'Which fraction equals 0.4?' (2/5, beside 40/10). The explanations go through the part over 100 (25% = 25/100 = 0.25). Every value is a half, a quarter, a fifth or a tenth. At Integers Level 6, at least two long-division items appear in every full round. The child picks the full decimal for a fraction such as 7/24 (0.29166…) and picks the next quotient digit from a remainder. The child reads a returning remainder as 'the same digits repeat, forever' and a remainder of 0 as 'the decimal terminates', and decides from a lowest-terms denominator whether a decimal terminates or repeats. Items are in English and Spanish. The second sentence, 'Know that the decimal form of a rational number terminates in 0s or eventually repeats', is practiced. Held PARTIAL on the first. Every number converted is positive, so no negative rational such as −3/8 is ever converted, and every fraction sent through long division is less than 1. The percent conversions use only terminating decimals, and two directions are never asked: percent to fraction and decimal to percent. Every conversion is picked, never written, and Percents Level 7 also serves grade 6. Not practiced in full: 'Convert rational numbers between forms to include fractions, decimal numbers and percentages, using understanding of the part divided by the whole.' (24OCT2026 Georgia build) Blocking clause: Convert rational numbers between forms to include fractions, decimal numbers and percentages |
| 7.NR.1.11 | PARTIAL | percentsSaplingQ L8 kinds 0-2 + percentAppsQ (percents L8, 1 in 3) forms 0-2; integersG7Q L7 forms 0-2; expressionContextQ form 2 (equations L7, reasonableness of an estimate, about 1 item in 9) Picked from three: 'A $60 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?'; 'The restaurant bill is $40 and you leave a 15% tip. How much do you pay IN TOTAL?'; 'The temperature drops 2.5° each hour for 4 hours. What is the total change?'; 'You buy 16 notebooks at $6 each. Your classmate estimates $250 total. Is that reasonable?' (the yes and no choices both print '16 × $6 is around $96'). English and Spanish. ▶ Play a live item from this skill |
At Percents Level 8 the child solves two-step money problems, picked from three: tax then total, percent increase and decrease, a tip then the total, simple interest over 2 to 4 years, and commission. The wrong choices are one-step slips such as the tax alone or one year's interest. Every amount is a positive whole number of dollars and every rate a whole-number percent. Negative and decimal values appear at Integers Level 7, but each of those problems takes one step (a temperature that drops 2.5° an hour for 4 hours; a debt split equally). Reasonableness has one item at Equations Level 7 (about one item in nine): the child judges whether a classmate's estimate for a number of notebooks at a price is reasonable. Items are in English and Spanish. Held PARTIAL. No multi-step problem uses negative numbers, fractions or decimals, so 'involving rational numbers' is met only by positive whole amounts and percents. Converting between fractions, decimals and percents is its own item at Percents Level 7, never a step the child chooses inside a problem. In the reasonableness item both the yes and the no choice already print the product ('16 × $6 is around $96'), so the app does the mental computation, and the child never checks an answer of their own. Not practiced: 'converting between forms as appropriate, and assessing the reasonableness of answers using mental computation and estimation strategies'. (24OCT2026 Georgia build) Blocking clause: involving rational numbers, converting between forms as appropriate, and assessing the reasonableness of answers using mental computation and estimation strategies |
| 7.PAR.2.1 | PARTIAL | expressionsG7Q (expressions L5) forms 0-4, all multiple choice Picked from three (four for the add item): 'Factor: −3x − 12 = ?' (−3(x + 4), against −3(x − 4) and 3(x + 4)); 'Expand: −(x − 5) = ?' (−x + 5, against −x − 5 and x − 5); 'Expand: (1/2)(6x + 8) = ?' or 'Expand: 0.5(6x + 8) = ?' (3x + 4, against 3x + 8 and 12x + 16); 'Combine: 4x − 7x = ?' (−3x, against 3x and −3x²); 'Add: (2.5x + 3) + (1.5x − 5) = ?' (4x − 2, against a halves slip, a sign slip and both). English and Spanish. ▶ Play a live item from this skill |
At Expressions Level 5 the child picks the equivalent form in five item types, each about one item in five. The types are: 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) to get 4x − 2, beside a halves slip, a sign slip and both. The explanations name the property at work: the minus multiplies both inside terms, a rational coefficient distributes like any number, and like terms are collected separately. Items are in English and Spanish. This practices adding and expanding with rational coefficients, and factoring and combining with integers. Held PARTIAL. No item subtracts one expression from another. The factor and combine items use whole numbers only, so factoring with a rational coefficient is never practiced. Every item is multiple choice, and the child never writes an expression. On the −(x − 5) item the key is the only option with a plus sign, so it can be picked without the work. Not practiced: subtracting, and factoring 'linear expressions with rational coefficients'. (24OCT2026 Georgia build) Blocking clause: subtract, factor ... linear expressions with rational coefficients |
| 7.PAR.2.2 | PARTIAL | expressionContextQ forms 0-1 (equations L7, together about 2 items in 9) Picked from three: 'A price a rises 5%. The expression a + 0.05a equals 1.05a. What does that form reveal?' ('raising by 5% is the same as multiplying by 1.05', against two of five wrong readings that open the same way: multiplying by 0.05 or by 1.50, adding 1.05 or 1.50 dollars, or dividing by 1.05; also 10, 20 and 25%); 'A store offers 25% off a price p. Which expression gives what you PAY?' (0.75p, against two of 0.25p, 1.25p and p − 25; also 10, 20 and 30% off). English and Spanish. |
At Equations Level 7, two forms (together about two items in nine) work with an expression in two forms inside a price problem. In the first, the prompt states a + 0.05a = 1.05a for a price a that rises 5% (or 10, 20 or 25%), and the child picks what that form reveals: 'raising by 5% is the same as multiplying by 1.05'. In the second, the child picks 0.75p as what you pay after 25% off a price p (also 10, 20 or 30% off). The other choices are the discount itself (0.25p), a markup (1.25p) or flat dollars (p − 25). The explanations show the rewriting, p − 0.25p = (1 − 0.25)p = 0.75p. Items are in English and Spanish. This practices reading what a rewritten form shows about the quantities. Held PARTIAL. Not practiced: 'Rewrite an expression in different forms'. The first item prints the rewritten form, and the second only asks the child to choose an expression, so the child never rewrites one. The only contexts are a percent increase and a percent discount. (24OCT2026 Georgia build) Blocking clause: Rewrite an expression in different forms |
| 7.PAR.3.1 | PARTIAL | equationsSaplingQ L7 (typed rental construct, with half-dollar rates in about half of live deals; typed and picked solves of px + q = r); pxqWordProblemQ forms 0-3 (typed 2(w + L) = P and p(t + q) = r constructs; perimeter, ticket and rental problems solved by choice; Maya and Leo comparison); pxqEquationQ (bare p(x ± q) = r, picked); LEVEL_EVIDENCE 'equations:7' floor of 2 pxq/pxqwp/pxqcmp items per full round 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); '3 friends go to the movies. Each pays for a ticket t plus a $2 fee. Altogether they pay $21. Write the equation.' (3(t + 2) = 21); 'Solve 4x + 3 = 23. Write x = …'. Picked from three: 'A rectangle's perimeter is 30 cm. Its length is 8 cm. What is its width?' (7 cm); '… How much is ONE ticket?'; 'Skate rental costs a flat $5 plus $3 per hour. Dana paid $26. How many hours did she skate?' (7); '3(x − 2) = 15' (x = 7); Maya's arithmetic beside Leo's algebra for the same p(x + q) = r. English and Spanish. ▶ Play a live item from this skill |
At Equations Level 7 the child constructs two-step equations from situations by typing them, in live rounds: a skate rental (1.5h + 4 = 13; about half of these use half-dollar rates, so p is a rational number), a rectangle's perimeter (2(w + 8) = 30), and a movie-ticket story (3(t + 2) = 21). The child also types the solution of a bare px + q = r, including negative solutions, and picks the solution of a bare p(x ± q) = r. Perimeter, ticket and rental word problems are solved by choosing from three, and one item sets Maya's arithmetic beside Leo's algebra for the same p(x + q) = r. At least two of the p(x ± q) and word-problem items appear in every full round. Items are in English and Spanish. Held PARTIAL. No single item has the child construct an equation and then solve it, so constructing 'to solve practical problems' is split across items. Every word problem the child solves uses whole numbers and is answered by choice. Not practiced: 'Interpret the solution based on the situation.' The answer carries its unit (7 cm, $5, 7 hours), but no item asks what the solution means. With Writing Coach on (a district-enabled paid feature, not counted), the child explains what t = 6 means in a ticket story. Typed forms are live only; printed worksheets are multiple choice. (24OCT2026 Georgia build) Blocking clause: Construct algebraic equations to solve practical problems ... Interpret the solution based on the situation. |
| 7.PAR.3.2 | PARTIAL | inequalitiesG7Q (inequalities L4): typed gym construct (ineqwrite2, about 3 in 10 live items); raysolve graph of a bare px + q with >, ≥, < or ≤; typed solves (ineqsolve); ineqSolve2x2 multiple choice with negative p; distributiveIneqQ (1 in 3 of the rest; LEVEL_EVIDENCE 'inequalities:4' floor of 2 'dineq' items per full round) 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 > …).'; 'Solve −3x < −12. Write the solution (x … ).' Built on a number line: 'Solve 3x + 4 ≥ 19 and graph the solution set on the number line.' (boundary, open or closed circle, direction). Picked: 'Solve: −3x + 4 > 19' (four choices: the direction right or wrongly flipped, the number's sign right or lost); 'Solve: 0.5(x + 4) > 6' and 'Solve: −2(x + 3) ≤ 4' (three choices). English and Spanish. ▶ Play a live item from this skill |
At Inequalities Level 4 the child constructs, solves and graphs two-step inequalities, but never all three in one problem. Construct: 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 and types a solution that needs the sign flipped (−3x < −12). The child also picks solutions from four choices where a negative p forces the flip. Graph: the child solves a bare px + q with >, ≥, < or ≤ and builds the solution on a number line by setting the boundary, an open or closed circle and the direction. Bracket inequalities such as 0.5(x + 4) > 6 and −2(x + 3) ≤ 4 are solved by choice, at least twice per full round. Items are in English and Spanish. Held PARTIAL. Not practiced: 'Graph and interpret the solution based on the realistic situation that the inequalities represent.' The gym inequality is never solved or graphed, every graphed inequality is bare, and no item asks what a solution means in a situation. The px − q forms never appear, because every two-step inequality is px + q. Rational p, q and r appear only in the bracket items (0.5, 0.25 or 0.2 in front of the bracket); every typed or graphed value is an integer. With Writing Coach on (a district-enabled paid feature, not counted), the child explains what the solution of 6r ≤ 50 means for a ride budget. (24OCT2026 Georgia build) Blocking clause: Graph and interpret the solution based on the realistic situation that the inequalities represent. |
| 7.PAR.4.1 | FULL | complexRateQ (dealt at ratiosSaplingQ L6, about 1 in 4; LEVEL_EVIDENCE 'ratios:6' floor of 2 'cxrate2' items per full round), typed on the number pad with the / key in live rounds Typed: '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). Other settings: 'A pump moves a/b of a liter in c/d of a minute' (liters per minute); 'A reader gets through a/b of a page in c/d of a minute' (pages per minute); 'A small gear makes a/b of a turn while the big gear makes c/d of a turn' (small-gear turns per big-gear turn); 'A drink mixes a/b of a cup of juice with c/d of a cup of water' (cups of juice per cup of water); 'c/d of a bag of seed covers a/b of an acre' (acres per bag); 'A mower cuts a/b of an acre in c/d of an hour' (acres per hour). Printed worksheets turn the pad into three choices. English and Spanish. |
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 a unit rate from a ratio of two fractions and types it on the number pad, which adds a / key when the rate is 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?' (9/8). The explanation works (3/4) ÷ (2/3) as multiplying by the reciprocal. Every item is a realistic problem, and the settings cover Georgia's list. Lengths: miles per hour. Areas: acres per bag of seed and acres per hour. Like units: small-gear turns per big-gear turn and cups of juice per cup of water. Different units: liters per minute and pages per minute. 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. Limits: every fraction is positive and less than 1, and the FULL rests on live rounds, since printed worksheets turn the pad into three choices. Ratios Level 6's other forms (price per notebook, train speed, better buy) serve grade 6 and are not counted here. The Arizona twin 7.RP.A.1 and the Arkansas twin 7.PR.2 are FULL on the same family. FULL. (24OCT2026 Georgia build) |
| 7.PAR.4.2 | PARTIAL | ratiosSaplingQ L8 constant-of-proportionality table (about 1 in 3 of L8, picked); proportionalGraphQ forms 0-1 (ratios L8, drawn ticket-cost line, each about 1 in 12); complexRateQ (ratios L6, typed); ratiosSaplingQ L6 kinds 0-1 (price per notebook; train speed, typed in 6 of 10 live deals; grade-6 forms) Picked from three: 'In the proportional table (4, 32), (7, 56), what is the constant of proportionality k?' (8, against 32 and 4). Over a drawn ticket-cost line through (0, 0): 'The graph shows the cost y of x tickets. Which equation gives the relationship?' (y = 2x or y = 3x); 'What does the point (1, 2) mean?' (for example 'buying 1 ticket costs $2', against '$1 buys 2 tickets' and 'the price before buying a ticket is $2'). Typed: '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 travels 120 miles in 3 hours at a steady speed. What is its unit rate, in miles per hour?'. English and Spanish. ▶ Play a live item from this skill |
Tables: at Ratios Level 8, about one item in three, the child picks k for a table already labeled proportional, 'In the proportional table (4, 32), (7, 56), what is the constant of proportionality k?', beside the first y and the first x. Graphs: over a drawn ticket-cost line through (0, 0), the child picks y = 2x or y = 3x, and picks what the point (1, 2) means (one ticket costs $2). Verbal descriptions: at Ratios Level 6 the child types a unit rate from a story with two fractions ('A hiker covers 3/4 of a mile in 2/3 of an hour'). In grade-6 forms at the same level the child finds a train's miles per hour (typed in six of ten live deals) or a price per notebook. Items are in English and Spanish. Held PARTIAL. Not practiced: 'equations, diagrams'. No item gives an equation such as y = 4x and asks for its unit rate, and no item uses a tape diagram or a double number line. The table item uses bare number pairs, not a realistic problem. The graph items use only r = 2 or 3 in one setting (tickets), and the point's value is printed in the question. (24OCT2026 Georgia build) Blocking clause: equations, diagrams |
| 7.PAR.4.3 | PARTIAL | ratiosSaplingQ L8 is-it-proportional table (about 1 in 3 of L8) Picked from three: 'Table: (3, 9), (5, 15), (8, 27). Is the relationship proportional?' ('no — the last pair breaks the constant ratio', against 'yes — every y is 3 times its x' and 'it cannot be determined from three pairs'). When the table is proportional: 'yes — every y is k times its x', against 'no — the pairs do not start at (1,1)' and 'it cannot be determined from three pairs'. English and Spanish. ▶ Play a live item from this skill |
The only item that asks for this decision is at Ratios Level 8, about one item in three: 'Table: (3, 9), (5, 15), (8, 27). Is the relationship proportional?', picked from three. Half the tables are proportional, and half have a last pair that breaks the ratio. The explanation says proportional means one constant ratio y/x in every row. Items are in English and Spanish. Held PARTIAL, and weakly. Not practiced: 'presented in authentic problems'. The table is bare number pairs with no quantities named, and no story, graph or equation is ever judged proportional or not. The item also gives its answer away: 'no — the last pair breaks the constant ratio' is offered only when it is the answer, and otherwise the answer is always 'yes', so the decision can be made without testing the ratios. The nearest other items decide nothing. The child picks why a drawn ticket-cost line passes through (0, 0), and in a grade-6 form plots an equivalent-ratio table that is always proportional. The Arkansas twin 7.PR.4 is PARTIAL on the same item. (24OCT2026 Georgia build) Blocking clause: presented in authentic problems |
| 7.PAR.4.4 | PARTIAL | Identify: ratiosSaplingQ L8 is-it-proportional table; proportionalGraphQ form 0. Represent: proportionalGraphQ form 3 (story to t = pn, picked); twoVarRelationQ form 0 typed d = … (equations L6, a level that also serves grade 6); functionsQ L5 form 2 (plot a proportional line; grade 8). Use: complexRateQ (ratios L6, typed); percentsSaplingQ L8 and percentAppsQ; ratiosSaplingQ L5-L7 (grade-6 levels) Picked from three: 'Table: (3, 9), (5, 15), (8, 27). Is the relationship proportional?'; '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, against t = n + 8 and n = 8t). Typed: 'The table shows distance d for hours t. Write d in terms of t (d = …).' (d = 7t, or d = t + 4 for an additive table); 'A hiker covers 3/4 of a mile in 2/3 of an hour. What is the unit rate, in miles per hour?'. Tapped on a grid (grade 8): 'Plot the proportional line: (0, 0), (1, 2), (2, 4), (3, 6).' Picked: tax, tip, interest and percent-change problems at Percents L8. English and Spanish. |
Each of Georgia's three verbs is touched, mostly by choice. Identify: the one item that asks whether a relationship is proportional is a bare table at Ratios Level 8 ('Table: (3, 9), (5, 15), (8, 27). Is the relationship proportional?'). The child also picks y = 2x or y = 3x for a drawn ticket-cost line. Represent: the child picks t = 8n for 'Each pencil costs $8. Which equation gives the total cost t of n pencils?' (Ratios Level 8). The child types d = 7t from a distance table at Equations Level 6, a level that also serves grade 6, where half the tables are additive (d = t + 4). In a grade-8 Functions Level 5 form the child taps the listed points of a proportional line on a grid. Use: the child types complex-fraction unit rates at Ratios Level 6 and solves tax, tip, interest and percent-change problems at Percents Level 8. Items are in English and Spanish. Held PARTIAL. Identifying is weak. The proportional-table item gives its answer away ('no — the last pair breaks the constant ratio' is offered only when it is the answer), and no story or graph is ever judged proportional or not. Representing is picked at every grade-7 level. The one typed equation sits at a grade-6 level with no evidence floor, and every graphed point is printed in the prompt. Not practiced in full: 'Identify, represent'. (24OCT2026 Georgia build) Blocking clause: Identify, represent |
| 7.PAR.4.5 | PARTIAL | proportionalGraphQ forms 1-2 (ratiosSaplingQ L8, each about 1 in 12 of L8) + functionsQ L5 form 2 (grade 8) Over a drawn ticket-cost line y = kx through (0, 0), picked from three, each in one of three wordings: 'The graph shows the cost y (dollars) of x tickets. What does the point (1, 2) mean?' (for example 'buying 1 ticket costs $2', against '$1 buys 2 tickets' and 'the price before buying a ticket is $2'); 'The graph shows the cost y of x tickets. Why does the line pass through (0, 0)?' (for example 'buying 0 tickets costs $0', against 'every graph of tickets starts at (0, 0)' and 'the cost of the tickets stops growing at zero'). Grade 8: plot (0, 0), (1, k), (2, 2k), (3, 3k), then 'What does the point (1, k) tell you?' (for example 'the unit rate: y grows by k when x grows by 1'). English and Spanish. |
At Ratios Level 8 (each form about one item 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, beside the swapped rate ('$1 buys 2 tickets') and a starting cost. For the origin, 'Why does the line pass through (0, 0)?', the key says zero tickets cost zero dollars, beside 'every graph starts there' and 'the cost stops growing there'. The explanation names (1, r) as the unit rate and says a flat fee would lift the line off the origin. In a grade-8 Functions Level 5 form the child plots a proportional line and picks the unit rate for (1, k), with no setting. Items are in English and Spanish. This practices the special attention to (0, 0) and (1, r) in one situation. Held PARTIAL. Not practiced: 'explain what a point (x, y) on the graph ... means in terms of the situation'. No item asks what a general point such as (4, 8) means. Georgia's verb is explain, and the child only picks a meaning. The only setting is tickets, with r = 2 or 3. With Writing Coach on (a district-enabled paid feature, not counted), 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. (24OCT2026 Georgia build) Blocking clause: explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation |
| 7.PAR.4.6 | PARTIAL | geometrySaplingQ L9 scale-map form (about 1 in 4 of L9) Picked from three: 'On a map, 1 cm represents 5 km. Two towns sit 7 cm apart on the map. Real distance?' (35 km, against 7 km and 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, about one item 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 from 3 to 11 cm. The child picks the real distance from three choices: the product, the map distance and the sum. The explanation says a scale is multiplied, never added. Items are in English and Spanish. This practices computing an actual length from a scale in an everyday setting. Held PARTIAL. Not practiced: computing actual areas from a scale drawing, and reproducing a scale drawing at a different scale. No item asks for an area from a scale, and no item has the child redraw or rescale anything. No scale drawing of a geometric figure is ever shown; the map is described in words, and the towns are two points. The Arizona twin 7.G.A.1 and the Arkansas twin 7.GM.6 are PARTIAL on the same item. (24OCT2026 Georgia build) Blocking clause: scale drawings of geometric figures, including computing actual ... areas from a scale drawing and reproducing a scale drawing at a different scale |
| 7.PAR.4.7 | PARTIAL | functionsQ L5 form 3 (slope triangles; Functions is a grade-8 skill; about 1 item in 5 at L5); Writing Coach xp-slope-same at functions L2-L4 (not counted) The child taps (0, 0), (2, 2m) and (4, 4m) on a grid that joins them (m = 1 or 2), then answers 'Compare rise÷run from (0, 0) to (2, 2m) and from (2, 2m) to (4, 4m). What do the two slope triangles show?' The key is 'the slope is the same everywhere — the triangles are similar' (or 'the slope is the same between any two points — the triangles are similar', or 'the slope is one number for the whole line — the triangles are similar'), against two choices saying the slope changes or depends on the points picked. English and Spanish. Writing Coach only (not counted): 'On the line y = 3x, explain why the slope is the same between (1, 3) and (2, 6) as it is between (2, 6) and (5, 15).' ▶ Play a live item from this skill |
The only item is in the grade-8 Functions skill, at Level 5 (one form in five). The child plots (0, 0), (2, 2m) and (4, 4m), is asked to compare rise÷run on the two segments, and picks that the slope is the same because the triangles are similar. The wrong choices say the slope changes as x grows or depends on the points chosen. The explanation says both triangles rise 2m for every run of 2, so the triangles between any two points are similar. Items are in English and Spanish. This practices recognizing the similar-triangles reason. Held PARTIAL. Not practiced: 'Use similar triangles to explain'. The child recognizes the reasoning in a choice and never explains it. Every line passes through the origin with a slope of 1 or 2, and the two triangles always sit on equal runs of 2 side by side, so 'any two distinct points' is shown with one pair of neighboring segments. Only with Writing Coach on (a district-enabled paid feature, not counted) 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). The Arizona twin 8.EE.B.6 and the Arkansas twin 8.FN.2 are PARTIAL on the same item. (24OCT2026 Georgia build) Blocking clause: Use similar triangles to explain why the slope, m, is the same between any two distinct points on a nonvertical line |
| 7.PAR.4.8 | PARTIAL | functionsQ L5 form 2 (plot a proportional line, then pick what (1, k) tells; grade 8) + form 0 (rise per step of 1); proportionalGraphQ forms 0-1 (ratios L8, drawn line); ratiosSaplingQ L5 kind 1 plot form (a grade-6 level); functionsQ L5 form 4 (a graph against an equation that is not proportional) Tapped on a 9 × 9 grid that joins the points: 'Plot the proportional line: (0, 0), (1, k), (2, 2k), (3, 3k).' (k = 1 to 3), then 'What does the point (1, k) tell you?' (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 and one that reads k as the number of points). 'Plot these points of a line: (0, b), (1, b + m), (2, b + 2m).' then 'How much does y RISE each time x grows by 1?'. Ratios L8, over a drawn ticket line: pick y = kx; pick what (1, k) means. Comparison (Functions L5): plot Function A, then 'Function B is y = 3x + 2. Which function grows FASTER?'. English and Spanish. ▶ Play a live item from this skill |
In the grade-8 Functions skill, at 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, y grows by k when x grows by 1. Another Level 5 form has the child plot a line and pick how much y rises per step of 1. At Ratios Level 8 the child picks y = kx for a drawn ticket-cost line and what (1, k) means, and a grade-6 Ratios Level 5 form has the child plot an equivalent-ratio table. Items are in English and Spanish. Held PARTIAL. Graphing is limited to tapping points the prompt prints; no item gives a proportional relationship only as an equation or in words and has the child find its points. 'Interpreting the unit rate as the slope of the graph' is not asked as such. The word slope is never in a question or a choice of these items, and it appears only in explanations shown after the answer. 'Compare two different proportional relationships represented in different ways' has no item. The one graph-against-equation comparison (Functions Level 5) sets a plotted line against y = mx + b with b at least 1, which is not proportional. The Ratios Level 6 better buy compares two unit prices, but both packages are given the same way, in words. With Writing Coach on (a district-enabled paid feature, not counted), 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. (24OCT2026 Georgia build) Blocking clause: interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. |
| 7.PAR.4.9 | FULL | percentsSaplingQ L8 kinds 0-2 (tax then total; percent increase; percent decrease) + percentAppsQ (percents L8, 1 in 3) forms 0-2 (simple interest; tip then total; commission); ratiosSaplingQ L7 recipe scaling and L5 missing-value tables (grade-6 levels, supporting only) Picked from three: 'A $120 purchase carries 15% tax. What is the total?' ($138); 'A price rises from $60 to $75. What is the percent change?' (25%); 'A price falls from $140 to $70. What is the percent decrease?' (50%); 'You deposit $300 at 4% simple interest per year for 3 years. How much interest do you earn?' ($36, against $12 and $336); 'The restaurant bill is $40 and you leave a 15% tip. How much do you pay IN TOTAL?' ($46); 'A salesperson earns a 5% commission. This month she sold $2000. How much commission does she earn?' ($100). Ratios L7: 'A recipe uses 3 cups of flour for every 4 cups of oats. You have 12 cups of oats. How much flour keeps the ratio?' (9). English and Spanish. ▶ Play a live item from this skill |
Percents Level 8 has the child solve multi-step percent problems in money settings, picked from three. The types are tax then total ('A $120 purchase carries 15% tax. What is the total?'), percent increase ('A price rises from $60 to $75. What is the percent change?') and percent decrease ('A price falls from $140 to $70. What is the percent decrease?'). About one item in three is instead simple interest over 2 to 4 years, a 15% or 20% tip then the total bill, or a commission on sales. The wrong choices are one-step slips: the tax alone, one year's interest, the balance instead of the interest, or the percent read as tenths. The explanations treat the percent as a rate per 100: adding 15% is multiplying by 1.15, and a percent change is the change divided by the original. Ratios Levels 5-7, which also serve grade 6, add missing-value ratio tables and recipe scaling. Items are in English and Spanish. Georgia names no list of problem types, so these settings meet 'multi-step ratio and percent problems presented in applicable situations'. Limits: every amount is a whole number of dollars, percent-change answers come only from 10, 20, 25 and 50%, every item is picked rather than typed, and percent error, markups and fees never appear. The Arizona twin 7.RP.A.3 is FULL on the same items. The Arkansas twin 7.PR.3 is PARTIAL only because Arkansas names percent error. FULL. (24OCT2026 Georgia build) |
| 7.PAR.4.10 | PARTIAL | multiSampleQ form 1 (projection; statistics L6 via statisticsSamplingQ, about 1 item in 12) + statisticsSamplingQ bias form (six fixed scenarios, about 1 item in 6) 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', against '12' and 'exactly 160'); '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', against 'because the sample is too large to be a fair one' and 'because the respondents were not paid for answering'). English and Spanish. |
Data & Statistics Level 6 has both kinds of item, picked from three, in English and Spanish. Predict: '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?' The explanation projects the sample's proportion onto the school (12/30 of 400 ≈ 160) and says another random sample would give a slightly different estimate. Limitations: in six fixed scenarios the child picks why a named sample is biased, for example 'survey the first 40 students to arrive each morning' ('early arrivers share habits the whole school does not'). Held PARTIAL. Recognizing a limitation is the practiced part: the key names the scenario's own selection problem, though it can also be found from the wording, because the two wrong answers are the same sentences in every deal and both begin 'because' while the correct answer never does. Not practiced: 'Predict characteristics of a population by examining the characteristics of a representative sample.' In the projection item the estimate appears in two of the three choices, 'about 160' and 'exactly 160', so the choice is decided by the word 'about', and the child never makes the prediction; the projected number itself is never tested. Not practiced: the scope of a sample. No item asks what a sample can and cannot tell about a wider population, and the projection always uses a sample of 30 from one school. (24OCT2026 Georgia build) Blocking clause: Predict characteristics of a population by examining the characteristics of a representative sample; Recognize the ... scope of the sample to the population. |
| 7.PAR.4.11 | PARTIAL | statisticsSamplingQ (statistics L6) representative-sample form and bias form (six fixed scenarios, each about 1 item in 6); twoPopulationsQ forms 0-1 (inference from random samples, statistics L6) Picked from three: 'You want to learn about all students at your school. Which sample is MOST representative?' ('pick 40 student ID numbers at random from the office list', against 'survey the first 40 students to arrive each morning' and another scenario's biased sample); 'To learn about the town's opinion on a new park, why is the sample "ask the people who are already using the current park" BIASED?' ('park users already like parks — the sample answers for itself'). English and Spanish. ▶ Play a live item from this skill |
Data & Statistics Level 6 asks about sampling methods in six fixed scenarios, picked from three, in English and Spanish. One item asks which sample is MOST representative of a stated population: a random draw from a full list, beside a convenience sample from the same scenario and one from another scenario. The other asks why a named convenience or self-selected sample is biased (early arrivers, park users, one math class, a gaming club, a genre convention, a gaming forum). The explanations say randomness gives every member an equal chance and erases hidden selection patterns, and that bias lives in how a sample is chosen, not in its size. Held PARTIAL. In the representative item the correct answer is always the only option that mentions randomness ('at random', 'randomly'), so the analysis can be skipped. The bias item's two wrong answers are the same two sentences in every deal. Not practiced: 'conclude that random sampling produces and supports valid inferences'. No item asks the child to conclude anything about random sampling itself. Every sample in an inference item is already called random, and no item sets a random sample's conclusion beside a biased sample's. The link to valid inferences appears only in explanations, such as 'Because the samples are random, the conclusion carries to the populations' after a two-population item. The Arizona twin 7.SP.A.1 and the Arkansas twin 7.SP.5 are PARTIAL for the same reasons. (24OCT2026 Georgia build) Blocking clause: conclude that random sampling produces and supports valid inferences |
| 7.PAR.4.12 | PARTIAL | multiSampleQ form 0 (five random-sample means; statistics L6 via statisticsSamplingQ, about 1 item in 12) Picked from three: 'Five random samples from the SAME school give these mean sleep hours: 5.6, 5.9, 5.7, 6.0, 5.8. What do the five samples together show?' ('the estimates vary a little around 5.8 — the true mean sits nearby', against 'one sample was done wrong — all five should read exactly 6.0' and 'the school changed its habits — sleep rose from 5.6 to 6.0', each wrong in one of two wordings). English and Spanish. |
Data & Statistics Level 6 (about one item in twelve) lists five random-sample means from one school, such as 5.6, 5.9, 5.7, 6.0 and 5.8 hours of sleep, and asks what they show together, picked from three. The key says the estimates vary a little around 5.8 and the true mean sits nearby. The wrong choices say one sample was done wrong or the school changed its habits. The explanation calls the spread sampling variability and says taking several samples is how you see it. Items are in English and Spanish. This uses data from repeated random samples. Held PARTIAL. Not practiced: 'evaluate how much a sample mean is expected to vary from a population mean'. The variation is only ever 'a little', never an amount the child estimates, and the five means always sit within 0.2 of the middle one. The key's wording is the same in every deal. Not practiced: 'Simulate multiple samples of the same size.' The means arrive already computed, their sample size is never stated, and the child never generates or simulates a sample. The Arizona twin 7.SP.A.2 is PARTIAL for the same reasons. (24OCT2026 Georgia build) Blocking clause: evaluate how much a sample mean is expected to vary from a population mean. Simulate multiple samples of the same size. |
| 7.GSR.5.1 | NOT COVERED | — | No item has the child measure an angle with a nonstandard unit, such as counting how many copies of a small wedge angle fill it. Every angle measure the app asks for is in degrees. The nearest items are the on-screen protractor at Geometry Levels 3-4 (interactive rounds only), where the child reads an angle in degrees and picks the reading from four, and a grade-8 item at Geometry Level 10 (g8GeomKnowledgeQ form 0, about one draw in fifteen): 'An angle turns through 45 one-degree angles. What is its measure?' (45°, against 315° and 22.5°). That item treats an angle as a count of unit angles, but the unit is always the one-degree angle, a standard unit, and the count is printed in the prompt rather than found by the child. Not practiced: 'Measure angles in whole nonstandard units.' (24OCT2026 Georgia build) Blocking clause: Measure angles in whole nonstandard units. |
| 7.GSR.5.2 | PARTIAL | geometryQ L3-L4 protractor items (ANGLE_ITEMS measure rows, dealt by angleMeasureDeal/angleMeasureChoices on the AngleTurn protractor; interactive rounds only) + the draw rows draw-60 and draw-120 'Measure the red angle with the protractor.' The protractor has two scales from 0 to 180, numbered every 30 with a tick every 5, and the bottom ray points left or right. The angle drawn is a multiple of 5 within 10° of 45°, 65°, 120° or 135° (Level 3) or of 55° or 150° (Level 4). The child picks the reading from four: the angle, the other scale's number (180° minus it), a reading one ten off, and that reading's other-scale number. Also 'Use the protractor to draw a 60° angle.' (or 120°): the child turns the red ray and is marked right within 4°. English and Spanish. Interactive rounds only; printed sheets never show a protractor. |
From Geometry Level 3, in interactive rounds only, the child uses an on-screen protractor with two scales, numbered every 30 with a tick every 5. 'Measure the red angle with the protractor.' draws an angle that is a multiple of 5, within 10° of 45°, 65°, 120° or 135° at Level 3 and of 55° or 150° at Level 4 (any 5° angle from 35° to 75° or from 110° to 160°). The bottom ray points left or right, so the child must find the scale whose 0 sits on it. The reading is picked from four: the angle, the other scale's number (180° minus it), a reading one ten off, and that reading's other-scale number, so only counting the ticks settles it. The explanation names the scale and the ticks ('Count up from the 0 on the bottom ray: 3 ticks of 5 past the 30 — 45.'). 'Use the protractor to draw a 60° angle.' (or 120°) has the child turn a ray to the angle, marked right within 4°. English and Spanish. So the child does read angles with a protractor. Held PARTIAL on 'Measure angles in whole number degrees': the child never reports a measure, the reading is picked from four, and every angle drawn is a multiple of 5, so no reading between the 5° ticks ever comes up. These items sit at the grade 3-4 Geometry Levels 3-4; no grades 6-8 level has a protractor item, and printed sheets never show one. The Arkansas K-5 row with the same wording, 4.GM.2, is PARTIAL on these items for the same reason. (24OCT2026 Georgia build) Blocking clause: Measure angles in whole number degrees |
| 7.GSR.5.3 | PARTIAL | geometrySaplingQ L9 form 1 (angle pairs): type the equation (algebraQ, interactive rounds), type its solution (algebraQ, interactive rounds), otherwise pick a vertical angle or a supplement from three Typed in interactive rounds: 'Two angles are supplementary. One measures 65°. Write an equation for the other angle m.' (m + 65 = 180; complementary, with 90, when the angle is under 90°) or 'Two angles are supplementary. One measures 65°. Solve m + 65 = 180 for the other angle. Write m = …' (m = 115). Otherwise, and always on printed sheets, picked from three: 'Two lines cross. One angle measures 65°. What is its VERTICAL (opposite) angle?' or 'Two angles are supplementary. One measures 65°. What is the other?'. One step, words only, no figure. English and Spanish. ▶ 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 the solution of such an equation (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?'). So facts about supplementary and complementary angles are used to write and solve equations for an unknown angle. Not practiced: 'in a multi-step problem', since every Level 9 angle item is a single step stated in words; 'for an unknown angle in a figure', since no angle item draws a figure; and adjacent angles, which no grades 6-8 angle item asks about. Vertical angles appear only as a one-step pick, never in an equation. The nearest multi-step angle item is a grade-8 one (Geometry Level 10, about one draw in fifteen): a triangle's exterior angle from two interior angles, picked from three, with no equation and no figure. The Arizona twin 7.G.B.5 and the Arkansas twin 7.GM.5 are PARTIAL on the same items. (24OCT2026 Georgia build) Blocking clause: in a multi-step problem; adjacent angles; for an unknown angle in a figure |
| 7.GSR.5.4 | NOT COVERED | — | Geometry Level 9 (geometrySaplingQ form 0, about one draw in four) gives a radius from 3 to 9 and asks for the circumference or the area in terms of π, picked from three. The wrong choices are the other formula's answer and rπ. The explanation states the formula used (C = 2πr or A = πr²) and contrasts the rim with the inside. That is using the formulas, which Georgia places in 7.GSR.5.5. No item explores or describes the relationship the formulas come from. No circle item gives a diameter or relates it to the radius, none names π as the ratio of the circumference to the diameter, and none walks the child through deriving C = 2πr or A = πr² (for example by cutting a circle into wedges and rearranging them). In the grades 6-8 generators the word 'diameter' appears only in the feedback for a cylinder cross-section. The Arkansas twin 7.GM.1 (describe the proportional relationship between circumference and diameter) is NOT COVERED for the same reason. The Arizona twin 7.G.B.4 is PARTIAL only because it also asks to use the formulas; its derivation clause is unpracticed. Not practiced: the whole expectation. (24OCT2026 Georgia build) Blocking clause: Explore and describe the relationship between pi, radius, diameter, circumference, and area of a circle to derive the formulas for the circumference and area of a circle. |
| 7.GSR.5.5 | PARTIAL | geometrySaplingQ L9 form 0 (circle circumference or area from a radius) and L9 cylinder surface-area form; geometrySaplingQ L8 saKind 2 (soup can, a 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; 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 4 and height 5. What is its surface area, in terms of π?'. English and Spanish, no figure. The prompts do not print the formulas; the explanation states them. ▶ Play a live item from this skill |
Geometry Level 9 has the child use both circle formulas: a circle's circumference or area from its radius (about one draw in four), and a cylinder's surface area built from two lids of πr² and an unrolled side of 2πr × h (another one draw in four). Answers are exact in π and picked from three; the wrong choices are the other formula's answer, the side alone or the volume. English and Spanish. Not practiced in full: 'solve problems that exist in everyday life'. Every Level 9 circle and cylinder item is a bare figure given by its radius, with no everyday setting. The only everyday problem is the soup can at Geometry Level 8 (about one draw in three), a grade-6 level shared with the net items: 'A soup can has radius 4 and height 5. What is its surface area, in terms of π?'. No everyday problem asks for a circle's own circumference or area. Other limits: every item gives the radius, never the diameter; no item works backward from a circumference or an area; and the prompts do not print the formulas Georgia says are given, so the child recalls them and the explanation states them. The Arkansas twin 7.GM.2 is PARTIAL on its real-world half, the same gap. (24OCT2026 Georgia build) Blocking clause: solve problems that exist in everyday life |
| 7.GSR.5.6 | PARTIAL | geometrySaplingQ L8 saKind 0 (cube-net surface area; in some interactive cube deals the cube-net picker instead), saKind 1 (rectangular-prism-net surface area), saKind 2 (soup-can cylinder surface area); geometrySaplingQ L9 cylinder surface-area form Picked from three: 'A cube's net is 6 equal 3 × 3 squares. What is the total surface area?'; 'A rectangular prism's net has 2×4, 2×3, and 4×3 rectangles — two of each. What is the surface area?'; 'A soup can has radius 4 and height 5. What is its surface area, in terms of π?' (Level 8); 'A cylinder has radius 4 and height 5. What is its surface area, in terms of π? (two lids + the side)' (Level 9). English and Spanish, no figure. ▶ Play a live item from this skill |
Cylinders: a cylinder's surface area is found in a realistic problem at Geometry Level 8, the soup can (about one draw in three): 'A soup can has radius 4 and height 5. What is its surface area, in terms of π?' (2πr² + 2πrh = 72π). The wrong choices are the label alone and the volume. Geometry Level 9 asks the same for a bare cylinder ('(two lids + the side)', about one draw in four). Right prisms: the surface area of a cube and of a rectangular prism is found from a net described in words at Geometry Level 8, picked from three, with the volume among the wrong choices. English and Spanish. Not practiced: 'realistic problems involving surface area of right prisms'. Every prism item is a bare net with no setting. The only right prisms are cubes and rectangular prisms, so no triangular or other right prism's surface area is ever found. The soup can is the only realistic surface-area problem in grades 6-8, and Level 8 is a grade-6 level shared with the net standards. The Arkansas twins 7.GM.3 and 8.GM.1 are PARTIAL on the same items. (24OCT2026 Georgia build) Blocking clause: Solve realistic problems involving surface area of right prisms |
| 7.GSR.5.7 | 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?' (a rectangle, against an oval and a parallelogram). Five fixed cases, the shape's name picked from three: a rectangular prism (a box) sliced parallel to its base (a rectangle); a cylinder sliced parallel to its base (a circle) and straight down through its center (a rectangle); a square pyramid sliced parallel to its base (a smaller square) and straight down through its apex (a triangle). English and Spanish, no solid or slice drawn. |
Volume Level 6 asks for the shape of a slice on about one draw in six. The child picks the shape's name from three, in English and Spanish, in 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 gives a rectangle; a square pyramid sliced parallel to its base gives a smaller square, and straight down through its apex gives a triangle. A square pyramid is a right rectangular pyramid, so three of Georgia's five solids are sliced. Not practiced: the cone and the sphere. No grades 6-8 item slices either one; they appear only as answers in the solids-of-rotation items of the same branch ('Spinning a right triangle spun about one of its legs one full turn generates which solid?'). Other limits: 'Describe' is met by picking a name; the right rectangular prism is sliced only parallel to its base; the only pyramid has a square base; no solid or slice is drawn; and Volume Level 6 is a grade-8 level. The Arkansas twin 7.GM.4 and the Arizona twin 7.G.A.3 are PARTIAL on the same five cases. (24OCT2026 Georgia build) Blocking clause: as in the plane sections of ... cones, ... and spheres |
| 7.GSR.5.8 | PARTIAL | volumeG8Q kind 0 (cylinder volume, Volume L6); volumeSaplingQ L4 (V = l × w × h with a half-unit edge) and L5 (V = Bh, typed on the number pad in interactive rounds, picked from three on printed sheets); VOLPACK_ITEMS packing at volumeQ L1-L3 (grade-5 levels, interactive rounds) 'A cylinder has radius 4 and height 5. What is its volume, in terms of π?' (80π, against 40π and 20π; Volume L6); 'A right rectangular prism measures 4 × 3 × 2.5 units. What is its volume?' (picked from three; 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, in cubic centimeters?' (typed in interactive rounds; Volume L5); at the grade-5 Volume Levels 1-3, 'Pack the box full of unit cubes, then answer.' with the volume typed. English and Spanish. ▶ Play a live item from this skill |
The child finds the volume of both of Georgia's figures. Cylinders: Volume Level 6 (about three draws in sixteen) asks 'A cylinder has radius 4 and height 5. What is its volume, in terms of π?', picked from three (80π against 40π and 20π). The explanation pictures a disk of area r²π stacked h high. Right prisms: Volume Level 4 finds a right rectangular prism's volume with a half-unit edge, picked from three, and Level 5 uses V = Bh from a given base area, typed on the number pad in interactive rounds (picked from three on printed sheets). English and Spanish. Not practiced in full: 'Explore volume as a measurable attribute of cylinders and right prisms'. The only exploration is the grade-5 packing at Volume Levels 1-3 (interactive rounds), where the child fills rectangular boxes with unit cubes and types the volume. No cylinder is ever explored; it is only computed by formula. No prism other than a rectangular box is filled or built, and the V = Bh item names no base shape. Not practiced at grades 6-8: 'using concrete problems'. Every grades 6-8 volume item is a bare solid with no setting, and no cylinder's volume is ever found in a concrete problem; the grade-5 box packing above (four fixed boxes, VOLPACK_ITEMS) is the only hands-on volume work. Volume Levels 4-5 are grade-6 levels and Level 6 is a grade-8 level. (24OCT2026 Georgia build) Blocking clause: Explore volume as a measurable attribute of cylinders and right prisms; using concrete problems |
| 7.PR.6.1 | PARTIAL | probabilityG7Q L4 kind 0 (marble-bag probability) and kind 2 (likelihood word for a probability); probabilityG7Q L5 die form Picked from three: 'A bag holds 3 red marbles and 5 blue ones. What is P(red)?' (3/8, against the part-to-part 3/5 and 5/8); 'You roll a fair 6-sided die. What is P(rolling more than 2)?' (4/6); 'The probability of an event is 7/8. Which word describes it?' (unlikely / likely / as likely as not), with probabilities 1/8, 1/10, 1/2, 7/8 and 9/10. English and Spanish. ▶ Play a live item from this skill |
Probability Level 4 has the child represent the probability of a chance event as a number from 0 to 1, a fraction of the total, picked from three ('A bag holds 3 red marbles and 5 blue ones. What is P(red)?' → 3/8), with the part-to-part 3/5 on screen as a wrong choice in every deal (about one draw in three). Level 5 does the same for a fair die ('You roll a fair 6-sided die. What is P(rolling more than 2)?' → 4/6). English and Spanish. That is Georgia's first sentence: a probability represented as a number between 0 and 1. Not practiced: 'Describe that a probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.' In another Level 4 form (about one draw in three) the child is shown a probability and picks a word for it: 'The probability of an event is 7/8. Which word describes it?', choosing unlikely, likely or as likely as not, for the probabilities 1/8 and 1/10 (unlikely), 1/2 (as likely as not) and 7/8 and 9/10 (likely); the explanation places each one on the 0-to-1 scale. 'Describe' is a production verb, and here it is performed only by picking one of three fixed words, which this report never counts as describing: the child never says or writes what a probability near 0, around 1/2 or near 1 indicates. Other limits: the likelihood form draws from only five fixed fractions and names no event; its middle word is 'as likely as not' (Georgia: 'neither unlikely nor likely'); and no item asks the child to judge the likelihood of a probability the child has just computed. The Arizona twin 7.SP.C.5 is FULL on the same items; its verb is 'understand', and Georgia's 'Describe' is what holds this row at PARTIAL. The Arkansas twin 7.SP.8 is PARTIAL only on 'impossible (0)' and 'certain (1)', which Georgia does not list. (24OCT2026 Georgia build; FULL → PARTIAL at the 25OCT2026 review: the 'Describe' clause is met only by picking one of three fixed words) Blocking clause: Describe that a probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. |
| 7.PR.6.2 | PARTIAL | probabilityG7Q L5 k5 0 (experimental probability of heads from given flips) 'You flip a coin 50 times and get 18 heads. What is the EXPERIMENTAL probability of heads?' (18/50, against the theoretical 1/2 and the tails fraction 32/50), picked from three; the coin is flipped 40, 50, 60 or 70 times. English and Spanish. ▶ Play a live item from this skill |
Probability Level 5 (about one draw in three) gives the results of a coin experiment and has the child find the relative frequency: 'You flip a coin 50 times and get 18 heads. What is the EXPERIMENTAL probability of heads?' → 18/50, picked from three, with the theoretical 1/2 and the tails fraction 32/50 as wrong choices. The coin is flipped 40, 50, 60 or 70 times, and the heads count is always 3 to 7 away from half. English and Spanish. That is approximating a probability from data on a chance event, the first part of Georgia's sentence. Not practiced: 'by collecting data on an event and observing its long-run relative frequency will approach the theoretical probability'. The child never collects data; the flips and the heads are printed in the question. No item shows relative frequencies over a growing number of trials or asks what happens to them in the long run. The idea that with more flips the experimental probability drifts toward 1/2 appears only in the explanation after an answer. The coin is the only experiment. The Arizona twin 7.SP.C.6 holds this whole clause as unpracticed; it is PARTIAL there on its predict clause, which Georgia does not include. (24OCT2026 Georgia build) Blocking clause: by collecting data on an event and observing its long-run relative frequency will approach the theoretical probability |
| 7.PR.6.3 | PARTIAL | probabilityG7Q L4 kind 0 (marble bag) and L5 die form (probabilities from a given model); probabilityG7Q L5 k5 2 (pick the simulation device that models a chance); probabilityG7Q L5 k5 0 (experimental probability, with the theoretical 1/2 as a wrong choice) Picked from three: 'A bag holds 3 red marbles and 5 blue ones. What is P(red)?' (3/8); 'You roll a fair 6-sided die. What is P(rolling more than 2)?' (4/6); 'You want to simulate a 1-in-4 chance. Which design models it EXACTLY?' (a 4-equal-section spinner, against one coin flip and the even faces of a die); 'You flip a coin 50 times and get 18 heads. What is the EXPERIMENTAL probability of heads?' (18/50, against 1/2 and 32/50). English and Spanish. ▶ Play a live item from this skill |
Probability Levels 4-5 have the child use a probability model to find the probability of a simple event, picked from three, in English and Spanish: a marble bag ('A bag holds 3 red marbles and 5 blue ones. What is P(red)?' → 3/8) and a fair die ('You roll a fair 6-sided die. What is P(rolling more than 2)?' → 4/6, the explanation listing the favorable faces out of six equally likely ones). A Level 5 item has the child pick the device that models a stated chance ('You want to simulate a 1-in-4 chance. Which design models it EXACTLY?' → a 4-equal-section spinner). That is the 'use it to find probabilities of simple events' part. Not practiced: 'Develop a probability model'. Every model is given in the question, and the child never lists outcomes and assigns them probabilities. Not practiced: 'Compare experimental and theoretical probabilities of events. If the probabilities are not close, explain possible sources of the discrepancy.' The only item with both kinds is the coin experiment ('You flip a coin 50 times and get 18 heads. What is the EXPERIMENTAL probability of heads?'), where the theoretical 1/2 is a wrong choice. The child finds 18/50 but is never asked to compare it with 1/2, judge whether the two are close, or explain a gap; the explanation only says the two are not the same thing. The Arizona twin 7.SP.C.7 is PARTIAL on the same clauses. (24OCT2026 Georgia build) Blocking clause: Develop a probability model; Compare experimental and theoretical probabilities of events. If the probabilities are not close, explain possible sources of the discrepancy. |
| 7.PR.6.4 | PARTIAL | probabilityG7Q L5 die form; probabilityG7Q L4 kind 0 (marble bag) Picked from three: 'You roll a fair 6-sided die. What is P(rolling more than 2)?' (4/6, against 2/6 and 1/6; the explanation lists 3, 4, 5, 6 as 4 of 6 equally likely faces); 'A bag holds 3 red marbles and 5 blue ones. What is P(red)?' (3/8). English and Spanish. ▶ Play a live item from this skill |
Probability Level 5 (about one draw in three) has the child use a uniform model: 'You roll a fair 6-sided die. What is P(rolling more than 2)?' → 4/6, picked from three. The explanation counts the favorable faces as 4 of 6 equally likely ones. Probability Level 4 does the same for a marble drawn from a bag ('A bag holds 3 red marbles and 5 blue ones. What is P(red)?' → 3/8), where each marble is equally likely. English and Spanish. So the child uses a uniform model to determine the probability of an event. Not practiced: 'Develop a uniform probability model by assigning equal probability to all outcomes'. No item asks the child to list the outcomes or say what probability each one gets (1/6 for each face). The equal chances are assumed by the question and named only in the explanation. The compound-experiment items at Level 6 ('You flip TWO fair coins. What is P(two heads)?') also name the equally likely outcomes only in the explanation; in one interactive form the child taps the outcomes of an event in an on-screen 2 × 6 coin-and-die table, but never assigns the outcomes a probability. The Arizona twin 7.SP.C.7 is PARTIAL on the same clause. (24OCT2026 Georgia build) Blocking clause: Develop a uniform probability model by assigning equal probability to all outcomes |
| 7.PR.6.5 | NOT COVERED | — | No item has the child develop a probability model by observing frequencies in data from a chance process. The nearest item is the coin experiment at Probability Level 5 (about one draw in three): 'You flip a coin 50 times and get 18 heads. What is the EXPERIMENTAL probability of heads?' (18/50, picked from three). It turns printed results into one relative frequency, but it never asks for a model of all the outcomes, and it treats the coin as fair: the theoretical 1/2 is a wrong choice, and the explanation says the experimental probability drifts toward it. No item gives frequencies from a process whose outcomes may not be equally likely (a tossed cup or a bent spinner, say) and asks the child to assign probabilities from them, and no item asks whether observed outcomes look equally likely. The Arizona twin 7.SP.C.7 holds the same clause as unpracticed. Not practiced: the whole expectation. (24OCT2026 Georgia build) Blocking clause: Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. |
| 7.PR.6.6 | PARTIAL | twoPopulationsQ forms 0-3, overlapDotPlotQ forms 0-1, centersVsMADQ forms 0-1 and the statisticsSamplingQ team-comparison form (all statistics L6; LEVEL_EVIDENCE 'statistics:6' floor of 2 comparison items per full round) Picked from three: 'Random samples: plants given fertilizer have a mean of 46 cm tall (mean absolute deviation, MAD, 2); plants given none have a mean of 40 (mean absolute deviation, MAD, 2). Can you infer that plants given fertilizer generally have higher values than plants given none?' (also with median and IQR; medians beside ranges; equal means beside modes and ranges); two samples drawn as stacked dot plots on one axis, with 'How much do the two distributions overlap?' or 'How many MADs apart are their means?'; 'Team A: mean 20 points per game. Team B: mean 27. Both have a mean absolute deviation (MAD) of about 2. Which informal conclusion is valid?'. The MAD multiple from two team means is typed on the number pad in one centersVsMADQ form. English and Spanish. |
Data & Statistics Level 6 has the child draw informal inferences about two populations from random samples, mostly picked from three, in English and Spanish. Numerical summaries: a center and a spread are printed for both samples (mean with MAD, median with IQR, median with range, or mode and range beside equal means), and the child decides, for example, whether 'plants given fertilizer generally have higher values than plants given none'. A gap more than twice the spread is marked as a real difference, a spread twice the gap as heavy overlap, and 'the bigger center settles it' is a wrong answer. Graphical displays: two samples are drawn as stacked dot plots on one axis (the lists are printed too), and the child judges how much they overlap or how many MADs apart their means are. A team form asks which informal conclusion two means and a MAD support. Every full Level 6 round carries at least two items from these comparison families. Five contexts: plant height, 8th- and 6th-grade heights, bus and car travel time, quiz scores, and pages read. Not practiced: 'as probability models'. No item uses a sample's distribution as a model for chance, for example the probability that a randomly chosen member of one population has a value above some number. Other limits: every variable compared is quantitative, with no two-group comparison on a categorical variable (the grade-8 two-way tables at Level 7 read one survey, not two samples); the display and the summaries are always chosen for the child, so 'appropriate' is never judged; and the dot plots show only two cases, piled together or clearly apart. The Arizona twin 7.SP.B.4, which has no probability-model clause, is FULL on the same items. (24OCT2026 Georgia build) Blocking clause: as probability models |
| Code | Verdict | Evidence (generator · forms) | Notes |
|---|---|---|---|
| 8.NR.1.1 | PARTIAL | irrationalsQ L1: repeatingToFractionQ (0.ddd... and 0.abab... to a fraction), delayedRepeatQ (0.LRRR..., 'only the R repeats', to a fraction) and whyRationalsRepeatQ (most digits a repeating block can have; which block repeats), together about 1 in 3 of L1 (LEVEL_EVIDENCE 'irrationals:1' floor 2); the which-is-irrational and why-is-√perfect-rational forms are the other 2 in 3 Picked from three, in English and Spanish: 'Write 0.777… (the 7 repeats forever) as a fraction.' (7/9); 'Write 0.181818… (the block 18 repeats) as a fraction.' (2/11, every option shown in lowest terms); 'Write 0.1666… (only the 6 repeats) as a fraction.' (1/6); 'Dividing 3 by 7 by long division, every non-zero remainder is between 1 and 6. So what is the MOST digits the repeating block of 3/7 can have?' (6); 'Long division of n ÷ d: the remainders run … Which block repeats forever?' ('none — the decimal terminates' is one of the wrong options). 'Which of these numbers is IRRATIONAL?' (√11, beside √16 and one of 0.75, 1/3 or 0.2); 'Why is √9 RATIONAL?' ('because its value is precisely 3'). ▶ Play a live item from this skill |
Georgia asks two things: distinguish rational from irrational numbers using decimal expansion, and convert a decimal expansion that repeats eventually into a rational number. The conversion is practiced at Rational & Irrational Level 1, where about one item in three, and at least two in every full round, work with decimal expansions. The child writes a one-digit repeat as a fraction (0.777… → 7/9), a two-digit block (0.181818… → 2/11), and a repeat that starts late, which is the 'eventually' case (0.1666…, only the 6 repeats → 1/6). Every option is a fraction in lowest terms, and the wrong ones come from slips such as putting the block over 10, 99 or 90. The answers are picked from three, in English and Spanish; the child never types a fraction. The same level has the child find the most digits a repeating block can have (for 3/7, at most 6, because only 6 non-zero remainders exist) and read the repeating block off a long-division remainder trail. Not practiced: 'Distinguish between rational and irrational numbers using decimal expansion.' The child does sort numbers ('Which of these numbers is IRRATIONAL?', keyed √11 beside √16 and one of 0.75, 1/3 or 0.2; 'Why is √9 RATIONAL?'), but by spotting the square root of a non-perfect square, not by reading a decimal. No item shows a number as a decimal expansion, such as 0.1010010001… or 0.4545…, and asks whether it is rational or irrational, and no repeating decimal is offered in the which-is-irrational item. That a decimal which never ends and never repeats is irrational is said only in the explanation shown after an answer. Every irrational number on screen is a square root; π never appears. (24OCT2026 Georgia build) Blocking clause: Distinguish between rational and irrational numbers using decimal expansion. |
| 8.NR.1.2 | PARTIAL | irrationalsQ L2 (between which two consecutive integers) + L3 (which integer is the root closer to) Picked from three, in English and Spanish. Level 2: 'Between which two consecutive integers does √11 sit?' (3 and 4, beside neighbouring pairs dealt above and below). Level 3: 'Which integer is √11 CLOSER to?' (3; the explanation compares 11 with 3.5² = 12.25). The root is always √n with n a non-perfect square from 2 to 20. ▶ Play a live item from this skill |
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?' → 3 and 4), and the explanation boxes 11 between 3² = 9 and 4² = 16. At Level 3 the child picks the integer the root is closer to ('Which integer is √11 CLOSER to?' → 3), and the explanation compares 11 with 3.5² = 12.25. So the child approximates square roots of non-perfect squares from 2 to 20 to the nearest whole number. Answers are picked from three, in English and Spanish. Not practiced: 'to compare the size of irrational numbers'. Every comparison sets 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. Also not practiced: 'locate them approximately on a number line', because no item places an irrational number on a drawn line, and 'estimate the value of expressions', because no item estimates an expression such as π² or 2√3. No approximation goes past the nearest whole number. (24OCT2026 Georgia build) Blocking clause: to compare the size of irrational numbers, locate them approximately on a number line, and estimate the value of expressions |
| 8.NR.2.1 | PARTIAL | expressionsG8Q kind 2 (expressions L6, product of powers, about 1 in 9); rootsSciNotationQ form 2 (expressions L6, multiply in scientific notation, about 1 in 12); sciTimesAndUnitsQ how-many-times (expressions L6, quotients of powers of ten, about 1 in 12) Picked from three, in English and Spanish: '4^2 × 4^5 = ?' (4^7, beside two named slips drawn from 4^10, 16^7, 16^10 and 4^3; bases 2 to 7, positive exponents); '(3 × 10^4) × (2 × 10^3) = ?' (6 × 10^7); how-many-times items that divide powers of ten by subtracting exponents, some negative (a grain of sand at about 10^-4 m against a bacterium at about 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 choices 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, and 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 with positive exponents, and the quotient property only for powers of ten. Not practiced in full: 'Apply the properties of integer exponents to generate equivalent numerical expressions.' 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), and no quotient of powers with a base other than 10 is asked. The power-of-a-power rule appears only in the note on a wrong choice. The child always picks the equivalent expression and never writes one. (24OCT2026 Georgia build) Blocking clause: Apply the properties of integer exponents to generate equivalent numerical expressions. |
| 8.NR.2.2 | PARTIAL | rootsSciNotationQ form 0 ('√p = ?' typed on the number pad in live rounds; x² = p for a square's side, typed in about half of live deals and otherwise picked as 'x = r'; rarely a typed radical answer) + form 1 ('∛p = ?' typed; x³ = p for a cube's edge) (expressions L6) '√144 = ?' for every perfect square from 9 to 625, and '∛64 = ?' for 8, 27, 64 and 125 only, typed in live rounds. 'A square's area is 49. Solve x² = 49: what is the side length x?' (7); 'A cube's volume is 64. Solve x³ = 64: what is the edge length x?' (4). Rarely, typed with a root symbol: 'A square's area is 50. Solve x² = 50: it is not a whole number, so write the side x using the square-root symbol.' (√50 or 5√2 accepted); the cube version with x³ = 30 (∛30). On paper and in other plain rounds each is picked from three. English and Spanish. ▶ Play a live item from this skill |
At Expressions Level 6 the child evaluates square roots of perfect squares, '√144 = ?' for every perfect square from 9 to 625, and cube roots, '∛64 = ?' for 8, 27, 64 and 125. Both are typed on the number pad in live rounds and picked from three on paper and in other plain rounds. The child also 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), typed in about half of live deals and otherwise picked as 'x = r'. 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, and x³ = 30 accepts ∛30 (about 1 live Level 6 item in 90 for √ and 1 in 180 for ∛). Items are in English and Spanish. So 'Use square root and cube root symbols to represent solutions to equations' and 'Evaluate square roots of perfect squares ≤ 625' are practiced. Not practiced: 'Recognize that x² = p ... has two solutions'. Every x² = p item is a side length and the explanation says 'a side length is positive', so only the positive root is given and the negative solution is never named. Also not practiced: x³ = p with a negative p, and any p that is a fraction or a decimal (such as x² = 4/9 or x³ = −0.008); every p is a positive whole number. 'Cube roots of perfect cubes ≥ -1000 and ≤ 1000' is met only for 8, 27, 64 and 125: ∛1, ∛216 through ∛1000 and every negative cube root never appear. (24OCT2026 Georgia build) Blocking clause: Recognize that x² = p (where p is a positive rational number and |x| ≤ 25) has two solutions and x³ = p (where p is a negative or positive rational number and |x| ≤ 10) has one solution. Evaluate ... cube roots of perfect cubes ≥ -1000 and ≤ 1000. |
| 8.NR.2.3 | PARTIAL | sciTimesAndUnitsQ how-many-times (expressions L6, about 1 in 12) + rootsSciNotationQ form 3 'cells' context (expressions L6); expressionsG8Q kinds 0-1 and sciSmallUnitsQ form 0 (a number written in scientific notation, and back) Picked from three, in English and Spanish: '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). The other settings are a lake and a pool, a library and a book, a grain of sand and a bacterium, 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)). 'A body holds about 3 × 10^13 cells; a school holds about 3 × 10^2 students. How many times more cells than students?' ('about 10^11 times more'). 'Write 4,500,000 in scientific notation.' (4.5 × 10^6); 'Write 0.00045 in scientific notation.' (4.5 × 10^-4); '4 × 10^5 = ?' (400000). |
At Expressions Level 6, about one item in twelve gives two quantities in scientific notation and asks how many times as much one is than the other. For example, '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?' is answered 3 × 10^3, picked from three. 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 in about one deal in three the front quotient is below 1 and has to be regrouped (2 ÷ 4 = 0.5 becomes 5 × 10^(gap − 1)). A separate item compares 3 × 10^13 body cells with 3 × 10^2 students ('about 10^11 times more'). So 'to express how many times as much one is than the other' is practiced; Georgia asks only 'how many times as much', not 'how many times smaller'. Other Level 6 items have the child pick the scientific-notation form of a very large or very small number (4,500,000 → 4.5 × 10^6; 0.00045 → 4.5 × 10^-4) and the numeral for a digit times a power of ten. Items are in English and Spanish, and every answer is picked. Not practiced: 'to estimate very large or very small quantities'. Every quantity is exact, or arrives already written as an estimate in scientific notation. No item gives a messy quantity, such as a population of 331,449,281 or a width of 0.0000736 m, and asks the child to estimate it in scientific notation. (24OCT2026 Georgia build) Blocking clause: to estimate very large or very small quantities |
| 8.NR.2.4 | PARTIAL | rootsSciNotationQ form 2 (multiply, expressions L6, about 1 in 12); sciTimesAndUnitsQ (how-many-times quotients; re-express a measurement in a chosen unit by dividing by the unit's power of ten) (expressions L6); sciSmallUnitsQ form 2 (calculator E-notation, either sign, about 1 in 18) Picked from three, in English and Spanish: '(3 × 10^4) × (2 × 10^3) = ?' (6 × 10^7); the how-many-times quotient (a country of 6 × 10^8 people against 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) and 'A calculator shows 4.7E5. What number is that?' (470000). ▶ Play a live item from this skill |
Two of Georgia's four operations are practiced at Expressions Level 6, each picked from three, in English and Spanish. Multiplication is a bare problem: '(3 × 10^4) × (2 × 10^3) = ?' is picked as 6 × 10^7 (about one Level 6 item in twelve). Division happens in the how-many-times items, where a country of 6 × 10^8 people against a city of 2 × 10^5 gives 3 × 10^3, and in the change-the-unit items, where a river's 4 × 10^7 liters is divided by a megaliter's 10^6 liters to give 40 megaliters. The technology clause is practiced: 'A calculator shows 4.7E−5. What number is that?' is answered 0.000047, and the positive form 4.7E5 is read as 470000 (about one Level 6 item in eighteen). Not practiced: 'Add, subtract ... numbers expressed in scientific notation'. No item adds or subtracts two numbers in scientific notation. Also not practiced: 'including problems where both decimal and scientific notation are used'. No operation combines a number written as a decimal with one written in scientific notation, such as 0.0003 × (2 × 10^5); the two notations meet only when a single number is changed from one form to the other. The child never writes a number in scientific notation; every answer is a choice. (24OCT2026 Georgia build) Blocking clause: Add, subtract ... numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. |
| 8.PAR.3.1 | PARTIAL | functionsQ L4 kayak-rental item (what the rate or the starting amount in y = mx + b represents; about 2 in 3 of L4 outside Writing Coach); expressionContextQ forms 0-1 (equations L7, a Grade 7 level); Writing Coach xp-linear-params (functions L2-L4) Picked from three, in English and Spanish: 'A kayak rental costs y = 20x + 15 dollars for x hours. What does the 15 represent?' ('the starting cost, before any hours pass', beside 'the cost of each hour out on the water' and 'the maximum number of hours you can rent'); in half of deals it asks about the 20 instead. At Equations Level 7: 'A price a rises 5%. The expression a + 0.05a equals 1.05a. What does that form reveal?' ('raising by 5% is the same as multiplying by 1.05'); 'A store offers 20% off a price p. Which expression gives what you PAY?' (0.8p, beside two of 0.2p, 1.2p and p − 20). With Writing Coach on: 'A plumber charges y = 40x + 60 dollars for x hours. Explain what the 40 and the 60 mean in this situation.' ▶ Play a live item from this skill |
At functions Level 4, about two items in three (outside Writing Coach) are the kayak rental: 'A kayak rental costs y = 20x + 15 dollars for x hours. What does the 15 represent?' The child picks 'the starting cost, before any hours pass', beside the cost of each hour and the most hours you can rent. In the other half of deals the item asks about the 20 instead, so the answer depends on which part is asked. So at a Grade 8 level the child interprets the parts of one cost formula in context: a two-term expression whose rate term is a product of two factors (20 and x). Answers are picked from three, in English and Spanish. At Equations Level 7, a Grade 7 level, the child reads a whole expression: 'A price a rises 5%. The expression a + 0.05a equals 1.05a. What does that form reveal?' (raising by 5% is the same as multiplying by 1.05), and picks 0.8p as what you pay after 20% off. With Writing Coach on (a district-enabled paid feature), functions Levels 2-4 can ask the child to explain what the 40 and the 60 mean in a plumber's y = 40x + 60. Not practiced at a Grade 8 level: 'Interpret expressions ... in context', meaning an expression read as a whole, such as what 20x or 20x + 15 stands for. The kayak item only asks what one number in the rule means; a whole expression is interpreted only at the Grade 7 level, and under the standing rule a level shared with a lower grade does not carry a Grade 8 row to FULL. The range of 'formulas or expressions with multiple terms and/or factors' is also thin: every Grade 8 item uses the one shape y = mx + b, with one rate term and one constant. No item interprets a part of another formula (such as the 2 in P = 2(l + w) or the 1/3 in V = (1/3)Bh), no interpreted expression has more than two terms, and no part interpreted is a group of factors or a sum (such as the (1 + r) in P(1 + r)). (24OCT2026 Georgia build) Blocking clause: Interpret expressions ... in context, by utilizing formulas or expressions with multiple terms and/or factors |
| 8.PAR.3.2 | PARTIAL | equationsG8Q (equations L8): kind 0 (x on both sides), decimal-coefficient form, distributiveEqQ (typed expansion or typed x = ... in some live deals), rationalBracketEqQ (solving one-solution equations); kinds 1-2 (no solution / infinitely many, a little over 1 in 4 of L8) The child solves 6x + 5 = 3x − 4 (x on both sides, negative solutions in half the deals), 0.5x + 3 = 7, 1.5x + 2 = 11, (1/4)(x + 2) = 3, 0.25(x − 4) + x = 9 and 3(x − 2) + 2x = 19, mostly by picking x = … from three; in some live deals the child types the expansion ('Write 3(x − 2) + 2x without parentheses, like terms combined.' → 5x − 6) or types x = …. Shown 4x + 3 = 4x + 7, the child picks 'no solution', beside 'infinitely many solutions' and 'exactly one solution, x = 7'; shown 4x + 3 = 4x + 3, the child picks 'infinitely many solutions'. English and Spanish. ▶ Play a live item from this skill |
Equations Level 8 practices solving one-solution equations, in English and Spanish. Some have x on both sides (6x + 5 = 3x − 4, with a negative solution in half the deals), some have decimal or fraction 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 (3(x − 2) + 2x = 19). Most are picked as x = … from three; in some live deals the child types the expanded left side (5x − 6) or types x = …. The no-solution and infinitely-many cases come in one shape. Shown ax + b = ax + d with whole numbers (4x + 3 = 4x + 7, or 4x + 3 = 4x + 3), the child picks 'no solution' or 'infinitely many solutions', beside the other and 'exactly one solution'; that is a little over one Level 8 item in four. 'Exactly one solution' is offered there but is never right, so the child never has to recognize a one-solution equation in that form, and no special-case equation needs simplifying first (such as 3(x + 2) = 3x + 6). Not practiced: 'Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results'. The child never writes the chain of simpler equations. The explanation shown after the answer does the subtraction ('Subtract 4x from both sides and 3 = 7 remains'), and the typed expansion is one simplifying step that is never carried through to x = a, a = a or a = b. (24OCT2026 Georgia build) Blocking clause: Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers). |
| 8.PAR.3.3 | PARTIAL | equationsG8Q kind 3 (equations L8, two-gym equal-cost word problem, about 1 in 7, picked); equationsSaplingQ L7 (typed rental equation; pxqWordProblemQ typed rectangle and movie equations; picked word-problem solves), a Grade 7 level; inequalitiesG7Q L4 typed gym inequality (live rounds), a level shared with Grade 7 Equations Level 8: 'Gym A costs $7 per month. Gym B costs $4 per month plus a $15 joining fee. After how many months do they cost the same?' (5), picked from three. Equations Level 7, typed in live rounds: 'Skate rental costs a flat $6 plus $1.50 per hour. You paid $12. Write the equation for the hours h.' (1.5h + 6 = 12); 'A rectangle's perimeter is 24 cm and its length is 5 cm. Write an equation for the width w.' (2(w + 5) = 24); picked: 'Skate rental costs a flat $5 plus $3 per hour. Dana paid $17. How many hours did she skate?' (4). Inequalities Level 4, typed in live rounds: 'A gym charges a $20 signup fee plus $8 a month. You can spend at most $60. Write an inequality for the months m you can afford.' (8m + 20 ≤ 60). English and Spanish. ▶ Play a live item from this skill |
At Equations Level 8, about one item in seven is a relevant application: 'Gym A costs $7 per month. Gym B costs $4 per month plus a $15 joining fee. After how many months do they cost the same?' The answer, 5, is picked from three. The equation 7x = 4x + 15 appears only in the explanation, so at this Grade 8 level the child solves but does not create. Creating is practiced at levels shared with Grade 7. At Equations Level 7 the child types the equation for a skate rental (1.5h + 6 = 12), a rectangle's perimeter (2(w + 5) = 24) and a movie trip (3(t + 2) = 21) in live rounds, and picks the answers to skate, rectangle and movie word problems. At Inequalities Level 4, in about three live items in ten, the child types the inequality for a gym budget ('You can spend at most $60' → 8m + 20 ≤ 60). Items are in English and Spanish. Not practiced: 'solve ... inequalities in one variable within a relevant application'. The typed gym inequality is never solved, and every inequality the child solves is bare, such as −3(x + 2) ≥ 6 or 2x + 3 > 11. The only inequality in a setting that comes with a solution is a Writing Coach prompt (a district-enabled paid feature), where r ≤ 8.33… is given and the child explains what it means. (24OCT2026 Georgia build) Blocking clause: solve ... inequalities in one variable within a relevant application |
| 8.PAR.3.4 | NOT COVERED | — | Georgia asks the child to justify each step of a one-solution equation or inequality with algebraic properties and the properties of real numbers. No grades 6-8 item does. The child solves one-solution equations at Equations Level 8 and inequalities at Inequalities Level 4, and the explanation shown after the answer names the steps, for example 'Distribute first: 3x − 6 + 2x = 19 → 5x = 25 → x = 5' and 'Divide both sides by −3 — and dividing by a NEGATIVE flips the sign'. The child is never asked why a step is allowed, and no item names a property such as the distributive property or the addition or division property of equality. The nearest item is at Equations Level 7, a Grade 7 level: for 3(x + 3) = 21, Maya works by arithmetic and Leo divides both sides by 3 and then subtracts 3, and the child picks whether Maya's order of operations matches Leo's. That judges the order of two steps; it does not justify them by properties. The typed expansion at Equations Level 8 applies the distributive property without naming it. NOT COVERED. (24OCT2026 Georgia build) Blocking clause: Using algebraic properties and the properties of real numbers, justify the steps of a one-solution equation or inequality. |
| 8.PAR.3.5 | NOT COVERED | — | Georgia asks the child to solve equations and inequalities whose coefficients are letters, such as ax + b = c solved for x, and to explain the solution in its situation. No grades 6-8 item has a letter for a coefficient. Every equation and inequality the child solves (Equations Levels 7-8, Inequalities Level 4) has number coefficients, and the only letter in it is the unknown. Explaining a solution in context appears only with Writing Coach on (a district-enabled paid feature), and only for number coefficients: Equations Level 7 asks 'The equation 4t + 6 = 30 has solution t = 6. Explain what t = 6 means in this situation and how to check it', and Inequalities Level 4 asks what r ≤ 8.33… means for $6 rides with $50. NOT COVERED. (24OCT2026 Georgia build) Blocking clause: Solve linear equations and inequalities in one variable with coefficients represented by letters and explain the solution based on the contextual, mathematical situation. |
| 8.PAR.3.6 | PARTIAL | equationsG8Q (equations L8): kind 0 (ax + b = cx + d), decimal-coefficient form, distributiveEqQ (typed expansion or typed x = ... in some live deals), rationalBracketEqQ, kind 3 two-gym word problem (LEVEL_EVIDENCE 'equations:8' floor 2 for the bracket families) The child solves 6x + 5 = 3x − 4, 0.5x + 3 = 7, 1.5x + 2 = 11, (1/4)(x + 2) = 3, 0.25(x − 4) + x = 9 and 3(x − 2) + 2x = 19, mostly by picking x = … from three; in some live deals the child types the expansion (5x − 6) or types x = …. The relevant problem: 'Gym A costs $7 per month. Gym B costs $4 per month plus a $15 joining fee. After how many months do they cost the same?' (5). English and Spanish. ▶ Play a live item from this skill |
Equations Level 8 has the child manipulate linear equations in several forms, in English and Spanish: x on both sides (6x + 5 = 3x − 4), decimal coefficients (0.5x + 3 = 7, 1.5x + 2 = 11), a fraction in front of a bracket ((1/4)(x + 2) = 3), a decimal in front of a bracket (0.25(x − 4) + x = 9), and a bracket to distribute with like terms to collect (3(x − 2) + 2x = 19). Most are picked as x = … from three; in some live deals the child types the expanded form or x = …. A full Level 8 round targets at least two of the bracket equations. A relevant problem is included: the two-gym equal-cost question. Not practiced: 'literal equations'. No item has the child rearrange a formula or an equation with more than one letter, such as solving P = 2l + 2w for w or d = rt for t. 'Fluently' is not measured either: there is no timed or every-case check. (24OCT2026 Georgia build) Blocking clause: fluently manipulate ... literal equations |
| 8.PAR.4.1 | NOT COVERED | — | Georgia asks the child to start from y = mx, the equation of a proportional line through the origin, and derive y = mx + b for a line that crosses the vertical axis at b. No grades 6-8 item does. The nearest items stop short. At ratios Level 8 (a Grade 7 level) the child picks y = 2x or y = 3x for a drawn proportional cost line. At functions Level 5 the child plots three listed points of a line, (0, b), (1, b + m) and (2, b + 2m), and picks where it crosses the y-axis; the explanation calls that value 'the b in y = mx + b'. At functions Level 4 the child picks what the m or the b of a printed kayak-rental equation means. With Writing Coach on (a district-enabled paid feature), functions Levels 2-4 can ask 'Describe how y = 3x and y = 3x + 5 are alike and how they are different. Which one is proportional, and how can you tell from the graph?' Both equations are given there, so the child compares them but derives neither. No item moves every point of y = mx up by b, or builds y = mx + b from a slope and an intercept. NOT COVERED. (24OCT2026 Georgia build) Blocking clause: Use the equation y = mx (proportional) for a line through the origin to derive the equation y = mx + b (non-proportional) for a line intersecting the vertical axis at b. |
| 8.PAR.4.2 | NOT COVERED | — | Georgia asks the child to show and explain that the graph of a two-variable equation for a situation is the set of all its solutions. No grades 6-8 item asks it. The child plots lines from listed points (functions Level 5; the equations Level 9 systems), but the points are given and never tested against the equation. At ratios Level 8 (a Grade 7 level) the child picks what the point (1, k) means on a ticket-cost line ('buying 1 ticket costs $k') and why the line passes through (0, 0); these read single points of a graph in context. At equations Level 9 the child names where two graphed lines cross as the system's solution. The explanation says the solution 'lives on BOTH lines', and the notes on the plain solves say a wrong point lies on one line only. With Writing Coach on (a district-enabled paid feature), Equations Level 9 can ask the child to explain why the crossing point (2, 5) is the solution of a system. No item asks whether a given point is a solution of an equation, or has the child connect every point on a graph with a solution and every solution with a point. NOT COVERED. (24OCT2026 Georgia build) Blocking clause: Show and explain that the graph of an equation representing an applicable situation in two variables is the set of all its solutions plotted in the coordinate plane. |
| 8.FGR.5.1 | PARTIAL | functionsQ L1 (three (input, output) pairs: is this a function?) '(input, output) pairs: (2, 5), (3, 8), (4, 5). Is this a function?' Three choices, each carrying its reason in one of three wordings. When the pairs are a function: the key ('yes — each input has one output'), the wrong no ('no — two inputs share an output') and 'three pairs are too few to tell'. When they are not: the key ('no — one input has two outputs'), a yes, and 'three pairs are too few to tell'. Both cases are dealt. Picked, in English and Spanish. ▶ Play a live item from this skill |
Functions Level 1 has the child apply the definition 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 wrong answer beside the key is the legal case of two inputs sharing an output. When they are not, the key is that one input has two outputs. Each choice carries its reason ('yes — each input has one output', 'no — one input has two outputs') in one of three wordings of different lengths, so length does not mark the key, and the explanation shown after the answer says the rule polices the inputs. So the child shows, by choosing, which lists obey the one-output rule. Not practiced: the child picks a ready-made reason and never explains the rule in their own words. The function is always a list of three pairs, never a rule given as an equation, in words, or as a table or graph, and no item asks the child to give an example or a counterexample. Not practiced as Georgia writes it: 'explain that a function is a rule that assigns to each input exactly one output'. (24OCT2026 Georgia build) Blocking clause: explain that a function is a rule that assigns to each input exactly one output |
| 8.FGR.5.2 | PARTIAL | functionsQ L3 (table: linear or not); qualitativeGraphQ linear/nonlinear form (functions L3, about one L3 item in nine) Most functions Level 3 items give a three-row table, either a constant step of +m or x² + b: 'Table: (1, 7), (2, 10), (3, 13). Is the function LINEAR?'. The key is 'yes — it climbs 3 each step' or 'no — the per-step change keeps growing', against 'no — it misses (0, 0)' or 'yes — the values always rise', and 'only a graph can decide'. About one Level 3 item in nine shows a drawn graph with axes labeled time (min) and distance: the line from (0, 0) to (4, 8) or the curve through (0, 0), (1, 1), (2, 4), (3, 9), with 'Look at the graph. Is the function LINEAR or NONLINEAR?'. Picked, in English and Spanish. No item asks for a sketch. ▶ Play a live item from this skill |
Functions Level 3 practices telling linear from nonlinear, in English and Spanish. Most items give a bare three-row table: either a constant step of +m, or x² + b with growing jumps. Only the key ever mentions a step ('it climbs m each step', 'the per-step change keeps growing'), so the choices can give the verdict away. About one Level 3 item in nine shows a drawn graph and asks 'LINEAR or NONLINEAR?'. That graph is always one of two pictures, the line from (0, 0) to (4, 8) or the x² curve, and its only context is the axis labels time (min) and distance. The nonlinear case is always x² (+ b). Not practiced: no item sets a linear or nonlinear function in a realistic situation, and the child picks a ready-made description and never describes an example. The sketch sentence has no item. No item gives a verbal description and has the child sketch a graph, and the tap grid plots only points the prompt lists. The nearest practice runs the other way: at Level 3 the child reads a drawn distance-from-home graph and picks the story it tells. (24OCT2026 Georgia build) Blocking clause: Within realistic situations ... describe examples of functions that are linear or nonlinear. Sketch a graph that exhibits the qualitative features of a function that has been described verbally. |
| 8.FGR.5.3 | NOT COVERED | — | No item practices the domain of a linear function. The word domain never appears, and no item asks which inputs a graph or a situation allows, such as whole numbers of tickets or hours from 0 up. The nearest item is the x-intercept form at functions Level 4 (about one Level 4 item in three): the child computes where a savings rule such as y = 24 − 4x crosses the x-axis, or picks that the crossing means the money runs out after 6 weeks. That marks where the savings story ends, but the child is never asked which x-values belong to the function, and no graph is drawn. In the kayak item, 'the maximum number of hours you can rent' is only ever a wrong answer. With Writing Coach on (a district-enabled paid feature), an inequalities prompt asks why the graph of a ride-budget inequality shows whole numbers only. That is an inequality, not a linear function, and it is Writing-Coach-only, so it is not counted. No Arizona or Arkansas grade 6-8 row asks for this, so the row was judged fresh. (24OCT2026 Georgia build) Blocking clause: Relate the domain of a linear function to its graph and where applicable to the quantitative relationship it describes. |
| 8.FGR.5.4 | PARTIAL | functionsQ L2 (equation vs table); functionsQ L5 form 4 (plotted graph vs equation) Level 2: 'Function A: y = 3x + 5. Function B (table): (0, 0), (2, 12), (4, 24). Which grows FASTER?' The choices are 'A — its rate is 3 per step', 'B — its rate is 6 per step' and 'A — it starts higher, at 5'. Level 5 (one form in five): the child plots Function A's three listed points and is told 'Function B is y = 2x + 3. Which function grows FASTER?'. The choices are 'A — it climbs 3 per step; B only 2', 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, and never reads the rate off the table, graph or equation. The initial value is never compared: 'it starts higher' appears only as a wrong answer, and the Level 2 table always starts at (0, 0). Every pair is bare, with no situation, a verbal description is never one of the two forms, and one side is always an equation. The equations Level 8 two-gym item describes two plans in words, but both in the same form, and it asks when the costs are equal, not which property is larger, so it is not counted. With Writing Coach on (a district-enabled paid feature), the child describes how y = 3x and y = 3x + 5 are alike and different; both are equations. Not practiced: comparing the initial value, an authentic situation, and verbal descriptions. (24OCT2026 Georgia build) Blocking clause: Compare properties (... initial value) of two functions used to model an authentic situation each represented in a different way (... or by verbal descriptions) |
| 8.FGR.5.5 | NOT COVERED | — | Georgia asks the child to write the slope-intercept, standard and point-slope equations of a line and explain how each reveals properties of the function. No item has the child write or build the equation of a line in any form at Grade 8. Standard form and point-slope form appear nowhere in grades 6-8. The slope-intercept form is only read. In the kayak item at functions Level 4 the child picks whether a number in a printed y = mx + b is the hourly cost or the starting cost. At equations Level 9 the child picks how many solutions two printed y = mx + b equations have by comparing their slopes and intercepts. No item shows an equation and asks whether its graph is a straight line, and no item compares two forms of the same line. The only typed linear equations are Grade 6 ones: at equations Level 6 the child types d = kt or d = t + k from a table. With Writing Coach on (a district-enabled paid feature), the child writes what the 40 and the 60 mean in a plumber's y = 40x + 60, and how y = 3x and y = 3x + 5 are alike and different. Reading the parts of one printed form, by choice, is not counted as writing and explaining the three forms. (24OCT2026 Georgia build) Blocking clause: Write and explain the equations y = mx + b (slope-intercept form), Ax + By = C (standard form), and (y - y₁) = m(x - x₁) (point-slope form) as defining a linear function whose graph is a straight line to reveal and explain different properties of the function. |
| 8.FGR.5.6 | NOT COVERED | — | Georgia asks the child to write a linear function in different but equivalent forms, for example 2(x + 3) as 2x + 6, to reveal and explain different properties of the function. No item does this. The nearest items are Grade 7 expression items. At equations Level 7 the prompt states that a + 0.05a equals 1.05a and the child picks what the rewritten form reveals (raising by 5% is multiplying by 1.05). The rewritten form is printed, never written by the child, and it is presented as an expression, not a function. At expressions Level 5 the child picks the equivalent form of an expression (factor, expand, combine like terms), but no property of a function is asked. No item rewrites a linear function to show its slope, its intercept or where it crosses an axis. No Arizona or Arkansas grade 6-8 row asks this (GaDOE links the parent standard to the high-school MGSE9-12.F.IF.8), so the row was judged fresh. (24OCT2026 Georgia build) Blocking clause: Write a linear function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. |
| 8.FGR.5.7 | 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 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. In Grade 6 items the child types d = kt or d = t + k from a table ('Write d in terms of t (d = …)'), and types a ticket cost such as 5b + 3 from 'Each ticket costs $5 and you pay a flat $3 for shipping.' ▶ 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 Level 4 the child picks whether a number in a printed kayak rental y = mx + b is the hourly cost or the starting cost. The only models the child constructs are in Grade 6 items. At expressions Level 3, in about one live deal in four, the child types the cost of b tickets from a per-ticket price and a flat shipping fee, for example 5b + 3; both the rate and the starting value are stated as numbers. At equations Level 6, in about one live deal in twelve, the child types d = kt or d = t + k from a table, so a table gives the rate or the start, never both. No Grade 8 item has the child write a linear function for a situation, and none gives two (x, y) values and asks for the rate of change or the initial value. The table comparison at functions Level 2 prints both rates in its answer choices, so it is not counted. With Writing Coach on (a district-enabled paid feature), the child also explains what the 40 and the 60 mean in a plumber's y = 40x + 60. English and Spanish. (24OCT2026 Georgia build) Blocking clause: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table |
| 8.FGR.5.8 | PARTIAL | functionsQ L4 kayak; functionsQ L5 form 2 (what (1, k) tells) and forms 0-1 (rise per step; y-axis crossing); scatterQ model-line slope form (statistics L8); explainQ xp-linear-params (Writing Coach, functions L2-L4) '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 functions Level 5 the child plots a proportional line through the listed points (0, 0), (1, k), (2, 2k), (3, 3k) and picks what (1, k) tells (for example 'the unit rate: y grows by k when x grows by 1'). Other Level 5 forms ask the rise per step of 1 and where the line crosses the y-axis. At statistics Level 8: 'The orange line models the data. What does its slope tell you?' (for example 'each extra 1 of hours of sleep brings ABOUT 1 more energy rating'). Picked, in English and Spanish. ▶ Play a live item from this skill |
In a situation: at functions Level 4 the child interprets either number of a printed kayak rental y = mx + b, picking '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. At Data & Statistics Level 8 (about one item in nine) the child also picks what a model line's slope says about the data; that line's intercept is never asked. On a graph: at functions Level 5 the child picks that the point (1, k) of a proportional line shows the unit rate, and reads the rise per step and the y-axis crossing of a plotted line. Those lines have no situation, and the meaning of the starting value on a graph is stated only in the explanation shown after the answer. No item asks what the rate or the starting value means in a table of values. Every meaning is picked from three. Explaining is practiced only with Writing Coach on (a district-enabled paid feature): the child 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. Not practiced without Writing Coach: explaining either meaning. Not practiced at all: their meaning in terms of a table of values, and the initial value's meaning on a graph. (24OCT2026 Georgia build) Blocking clause: Explain the meaning of the rate of change and initial value of a linear function ... in terms of its graph or a table of values |
| 8.FGR.5.9 | PARTIAL | functionsQ L5 forms 0-2 (plot listed points, then rise per step / y-axis crossing / what (1, k) tells); systemsQ graph forms (equations L9: plot two dictated points of each printed y = mx + b line); xInterceptQ meaning form (functions L4) Functions Level 5: 'Plot these points of a line: (0, 2), (1, 5), (2, 8).' on a 9 x 9 tap grid that joins them, then 'How much does y RISE each time x grows by 1?' or 'Where does the line cross the y-axis?', picked from three. Equations Level 9 (about one live item in eight, sometimes with y = mx + b already drawn): 'Graph the system. Plot two points of y = 2x − 1: (1, 1), (2, 3) — and two of y = x + 2: (1, 3), (2, 4).' then 'Where do your two lines cross — the system's solution?', picked from three. Functions Level 4: 'Savings: y = 24 − 4x (dollars after x weeks). The graph crosses the x-axis at x = 6. What does that point MEAN?' (picked; no graph drawn). English and Spanish. ▶ Play a live item from this skill |
The child graphs lines on the tap grid and reads key features of them. At functions Level 5 the child plots three listed points of a line, which the grid joins, then picks how much y rises per step of 1 or where the line crosses the y-axis. At equations Level 9, in about one live item in eight, the child plots two dictated points of each of two printed lines, y = mx + b and y = x + c (about one live item in fifteen), or of y = x + c alone with y = mx + b already drawn (about one in nineteen), and picks where they cross. Plain rounds (printed sheets and placement) never graph. Limits: every point the child plots is listed in the prompt, so the child never works out points from an equation. The functions Level 5 lines are given only as points, and the systems lines are always in y = mx + b form; no line is given in standard or point-slope form. No line the child graphs describes a situation. The only key feature tied to a situation is the savings x-intercept at functions Level 4, where the child picks that the crossing means the money runs out; that graph is described, never drawn or graphed by the child. Not practiced: graphing linear functions 'expressed in various algebraic forms', and using a graph's key characteristics 'to describe applicable situations' beyond that one picked item. (24OCT2026 Georgia build) Blocking clause: Graph and analyze linear functions expressed in various algebraic forms ... to describe applicable situations |
| 8.FGR.6.1 | 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, in English and Spanish. ▶ Play a live item from this skill |
Data & Statistics Level 8 sometimes draws an orange line over an eight-point scatter plot. In one form (about one Level 8 item in nine) the line is a candidate, and the child is asked '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, it runs against them, or 'a good line has to pass through every point' (a named misconception). In the other form (also about one in nine) the line is labeled as a model of the data and the child picks what its slope says in context, so the child sees a straight line used to model two quantitative variables. English and Spanish, rising or falling clouds only. Not practiced: the child never fits a line, and the drawn line is always one of the grid's two diagonals. Fit is judged only by direction, never by how close the points lie to the line, and that straight lines are widely used is never shown beyond this one drawn model. The unpracticed clauses are 'visually fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line of best fit'. (24OCT2026 Georgia build) Blocking clause: visually fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line of best fit |
| 8.FGR.6.2 | PARTIAL | functionsQ L4 (kayak-rental item; xInterceptQ); statisticsQ L8 -> scatterQ kind 2 model-line form; explainQ xp-linear-params (Writing Coach, functions L2-L4) 'A kayak rental costs y = 15x + 20 dollars for x hours. What does the 20 represent?' (picked). 'Savings: y = 24 − 4x (dollars after x weeks). Where does the graph cross the x-axis?' (x = 6, against x = 24 and x = 4), or 'The graph crosses the x-axis at x = 6. What does that point MEAN?' ('after 6 weeks the money hits $0', picked). At statistics Level 8 a model line drawn over a scatter plot: 'The orange line models the data. What does its slope tell you?' (picked). English and Spanish. ▶ Play a live item from this skill |
At functions Level 4 the child picks what each number in a given linear rule means: 'A kayak rental costs y = 15x + 20 dollars for x hours. What does the 20 represent?'. In about one Level 4 item in three the child instead finds where a savings rule such as y = 24 − 4x crosses the x-axis, or picks what that crossing means (the money runs out after 6 weeks). So the slope and both intercepts are interpreted, by choice, but for fixed price and spending rules, not for models fitted to measured data. A model of data appears only at Data & Statistics Level 8, in about one item in nine: a line is drawn over a scatter plot and the child picks what its slope says in context. That line has no equation, its slope is always 1 or −1, and its intercept is never asked. With Writing Coach on (a district-enabled paid feature), functions Levels 2-4 can ask the child to explain the 40 and the 60 in a plumber's y = 40x + 60, again a fixed rule. Not practiced: 'Use the equation of a linear model to solve problems in the context of bivariate measurement data'. No item uses a fitted model's equation to predict or solve, and no intercept of a model of data is interpreted. (24OCT2026 Georgia build) Blocking clause: Use the equation of a linear model to solve problems in the context of bivariate measurement data |
| 8.FGR.6.3 | PARTIAL | statisticsQ L8 -> scatterQ kind 2 model-line form 'Scatter plot with a model line: hours of sleep (x) vs. energy rating (y).' then 'The orange line models the data. What does its slope tell you?' The child picks 'each extra 1 of hours of sleep brings ABOUT 1 more energy rating' against the opposite direction and 'the line passes through EVERY point exactly' (in a short or a long wording). Picked, in English and Spanish. ▶ Play a live item from this skill |
At Data & Statistics Level 8, about one item in nine draws a model line over a scatter plot of eight points (never all on the line) and asks what its slope tells, in contexts such as hours of sleep against energy rating. The child picks the reading in context ('each extra 1 of hours of sleep brings ABOUT 1 more energy rating'), against the opposite direction and the misconception that the line passes through every point. Limits: the model line is always a grid diagonal, so its slope is always 1 or −1, and it has no equation. The child picks the slope's meaning and never explains it. The model's intercept is never asked, so its meaning in the context of the data is not practiced. The kayak item at functions Level 4 interprets a starting cost, but in a fixed price rule, not a model of data, so it is not counted here. Not practiced: explaining the predicted slope, and 'the predicted intercept (constant term) of a linear model in the context of the data'. (24OCT2026 Georgia build) Blocking clause: Explain the meaning of ... the predicted intercept (constant term) of a linear model in the context of the data. |
| 8.FGR.6.4 | PARTIAL | statisticsQ L8 -> scatterQ kind 2 model-line form (reading a display with a model line) At statistics Level 8 a scatter plot with a drawn model line asks 'The orange line models the data. What does its slope tell you?', and the child picks a reading in context such as 'each extra 1 of hours of sleep brings ABOUT 1 more energy rating'. Other Level 8 items show, or have the child build, a scatter plot and pick its association (positive, negative or none), with no line drawn. No item poses a statistical investigative question or describes a study. Picked, in English and Spanish. ▶ Play a live item from this skill |
The only display involving a line of fit is the model-line form at Data & Statistics Level 8 (about one item in nine). The child reads a scatter plot with a drawn model line and picks an informal conclusion in context, such as 'each extra 1 of hours of sleep brings ABOUT 1 more energy rating'. Other Level 8 items have the child read a scatter plot's association (positive, negative or none), with no line. Limits: the display is always given, so the child never chooses an appropriate one. The line is always a grid diagonal, and the only conclusion asked is what its slope says. No item poses a statistical investigative question, describes how the data were collected, or asks whether a study is unbiased. Random samples and bias are practiced at statistics Level 6, but with no line of best fit, so they are not counted here. Not practiced: choosing 'appropriate graphical displays', and 'answer the statistical investigative question posed in an unbiased statistical study'. (24OCT2026 Georgia build) Blocking clause: Use appropriate graphical displays ... and answer the statistical investigative question posed in an unbiased statistical study. |
| 8.FGR.7.1 | PARTIAL | systemsQ (equations L9): plain solve, graph forms, count solutions; equationsG8Q kind 3 gym (equations L8, nearest word problem) 'Solve the system: y = 3x + 1 and y = x + 7.' The child picks (3, 10) from three; the wrong choices are a point on one line only, the pair written backwards, or a point one square off. Graph forms plot dictated points of both lines and pick the crossing. 'How many solutions does the system y = 3x + 2 and y = 3x + 6 have?' ('none — parallel lines', 'infinitely many — it is the same line', 'exactly one — the lines cross'). Nearest word problem, equations Level 8: 'Gym A costs $7 per month. Gym B costs $4 per month plus a $15 joining fee. After how many months do they cost the same?' (picked). English and Spanish. ▶ Play a live item from this skill |
Equations Level 9 has the child solve systems that arrive already written as two equations, in English and Spanish. 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 graph forms and the how-many-solutions form are described under 8.FGR.7.2 to 8.FGR.7.4. No problem leads to a system: every system is handed to the child as two printed equations with no situation, so the child never writes the two equations from a problem or interprets a solution in context. 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, m₁x = m₂x + fee. The costs are never named as y, and the answer is the number of months alone. Not practiced: 'Interpret ... relevant mathematical problems leading to two linear equations in two variables'. (24OCT2026 Georgia build) Blocking clause: Interpret ... relevant mathematical problems leading to two linear equations in two variables |
| 8.FGR.7.2 | PARTIAL | systemsQ graph forms (equations L9: both lines plotted, or y = mx + b pre-drawn) and plain-solve notes; explainQ xp-system-intersection (Writing Coach) 'Graph the system. Plot two points of y = 2x − 1: (1, 1), (2, 3) — and two of y = x + 2: (1, 3), (2, 4).' The grid joins and extends each pair into a line, then asks 'Where do your two lines cross — the system's solution?'. The child picks (3, 5) against points that lie on only one of the lines. In another form y = mx + b is already drawn and the child plots y = x + c. With Writing Coach on: 'Two lines are graphed and they cross at (2, 5). Explain why (2, 5) is the solution of the system of the two equations.' English and Spanish. ▶ Play a live item from this skill |
In about one live equations Level 9 item in eight, the child graphs both lines of a system (or one, with the other drawn) by tapping two dictated points of each, and picks the crossing as the system's solution. The wrong choices are points that lie on only one of the two lines, and the explanation says the solution lives on BOTH lines. In plain solves, the note on each wrong choice checks it against both equations ('A solution must satisfy BOTH equations'). So the child sees, by choosing, that the crossing point is the solution and that a point on one line only is not. Limits: without Writing Coach the child never explains why. That the crossing satisfies both equations at once is stated only in explanations shown after the answer. With Writing Coach on (a district-enabled paid feature), the child writes why the crossing point (2, 5) solves both equations, graded against a rubric. Plain rounds (printed sheets and placement) never graph, every crossing is a whole-number point, and every system pairs y = mx + b with y = x + c. Not practiced without Writing Coach: 'explain that solutions ... correspond to points of intersection of their graphs, because the points of intersection satisfy both equations simultaneously'. (24OCT2026 Georgia build) Blocking clause: explain that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because the points of intersection satisfy both equations simultaneously |
| 8.FGR.7.3 | PARTIAL | systemsQ (equations L9): graph forms (both lines plotted, or one pre-drawn); count-solutions form (inspection) Graph: 'Graph the system. Plot two points of y = 2x − 1: (1, 1), (2, 3) — and two of y = x + 2: (1, 3), (2, 4).' then 'Where do your two lines cross — the system's solution?', picked from three. Inspection: 'How many solutions does the system y = 3x + 2 and y = 3x + 6 have?' with 'none — parallel lines', 'infinitely many — it is the same line' and 'exactly one — the lines cross'. English and Spanish. ▶ Play a live item from this skill |
Simple cases by inspection are practiced. In about one equations Level 9 item in three, the child picks how many solutions a system has by comparing slopes and intercepts: the same slope with different intercepts gives none, the same line gives infinitely many, and different slopes give one. Graphing is narrower. In about one live Level 9 item in eight, the child plots two dictated points of each line (or of y = x + c, with y = mx + b drawn) and picks the crossing. The points are listed in the prompt, so the child never works out a point from an equation. Every crossing is a whole-number grid point, so a solution is read exactly and never approximated. The no-solution and infinitely-many cases are never graphed, and plain rounds (printed sheets and placement) never graph. Not practiced: 'Approximate solutions of two linear equations in two variables by graphing the equations'. (24OCT2026 Georgia build) Blocking clause: Approximate solutions of two linear equations in two variables by graphing the equations |
| 8.FGR.7.4 | PARTIAL | systemsQ plain solve (equations L9: 'Solve the system', both orders of the equations); systemsQ count-solutions form 'Solve the system: y = 3x + 1 and y = x + 7.' (or the two equations in the other order). The child picks (3, 10) from three; the wrong choices are a point on one line only, the pair written backwards, or a point one square off, each with a note that checks it against both equations. 'How many solutions does the system y = 3x + 2 and y = 3x + 6 have?' (picked). English and Spanish. ▶ Play a live item from this skill |
About half of equations Level 9 items ask the child to solve a system exactly, in English and Spanish, and the explanation solves it algebraically: set the two y's equal, solve for x, then find y. The child picks the solution from three, and each wrong choice fails one equation, so checking both equations also finds the key. In the how-many-solutions form (about one item in three) the child analyzes a system's structure by comparing slopes and intercepts. Limits: every system to solve is one shape, y = mx + b (m from 2 to 5) against y = x + c, both already solved for y, and every solution is a positive whole-number point. No system is written in another form (such as 2x + 3y = 12), none needs elimination or rearranging first, and the child never types a solution or shows the algebra. Held PARTIAL: Georgia names systems of two linear equations in two variables with no restriction, and the items practice only this one shape, by choice. (24OCT2026 Georgia build) Blocking clause: solve systems of two linear equations in two variables algebraically to find exact solutions |
| 8.FGR.7.5 | PARTIAL | systemsQ count-solutions form (equations L9): compare two printed y = mx + b equations 'How many solutions does the system y = 3x + 2 and y = 3x + 6 have?' The child picks 'none — parallel lines' (same slope, different intercepts), 'infinitely many — it is the same line' or 'exactly one — the lines cross' (different slopes). Picked, in English and Spanish. No item has the child create the equation of a line, and no grade 6-8 item gives the equations of perpendicular lines. ▶ Play a live item from this skill |
In about one equations Level 9 item in three the child compares two printed equations in y = mx + b form and picks whether the lines are parallel (same slope, different intercepts), the same line, or crossing (different slopes). So comparing two equations to tell parallel lines from lines that are not parallel is practiced, by choice, through the question of how many solutions the system has. Limits: both equations always have positive whole-number slopes, so the slopes are never negative reciprocals and perpendicular lines never occur, and the crossing case is never named as neither parallel nor perpendicular. The child never creates the equation of a line, whether parallel to another, perpendicular to it, or neither. Grade 4 geometry items name drawn lines as parallel, perpendicular or intersecting, with no equations, so they are not counted. Not practiced: creating any of the equations, and comparing the equations of perpendicular lines. No Arizona or Arkansas grade 6-8 row asks this (GaDOE links the parent standard to the high-school MGSE9-12.G.GPE.5), so the row was judged fresh. (24OCT2026 Georgia build) Blocking clause: Create ... the equations of two lines ... perpendicular to each other |
| 8.GSR.8.1 | 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 or no, each naming the squares, or '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. Limits: no figure or visual model is ever drawn. The child picks the last step of one proof, described in words, but never explains a proof. No proof of the converse is shown or asked; the converse is only applied. Not practiced: 'Explain a proof of the Pythagorean Theorem and its converse using visual models.' (24OCT2026 Georgia build) Blocking clause: Explain a proof of the Pythagorean Theorem and its converse using visual models. |
| 8.GSR.8.2 | PARTIAL | geometryG8Q kind 0 (geometry L10) 'A right triangle has legs 6 and 8. How long is the hypotenuse?' or 'A right triangle has hypotenuse 13 and one leg 5. How long is the other leg?', over 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?') and 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. 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. Limits: every triangle comes from seven whole-number triples, so no answer is irrational. Every problem is a bare triangle described in words, with no figure and no real-life setting. No item applies the theorem in three dimensions: the only slant height, in the square-pyramid surface-area item, is given, never found. Not practiced: the authentic and three-dimension parts of 'within authentic, mathematical problems in two and three dimensions'. (24OCT2026 Georgia build) Blocking clause: within authentic, mathematical problems in two and three dimensions |
| 8.GSR.8.3 | PARTIAL | 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. Georgia adds 'in practical, mathematical problems', and every item is a bare pair of points with no setting, such as a map or a field. Not practiced: the practical part of 'in practical, mathematical problems'. (24OCT2026 Georgia build) Blocking clause: in practical, mathematical problems |
| 8.GSR.8.4 | PARTIAL | volumeG8Q (volume L6) kinds 0-2 (cylinder, cone, sphere) Picked from three, answers exact in π, English and Spanish, no figure: '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). ▶ Play a live item from this skill |
Volume Level 6 has the child apply the volume formulas for all three Georgia 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, against 40π, which mistakes the circle's area for its circumference). 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. The explanations state V = πr²h, describe a cone as one third of the cylinder that encloses it, and state V = (4/3)πr³. Each solid is roughly one Level 6 item in five, in English and Spanish. Limits: every item is a bare solid given by its radius and height, with no real-life setting, and no figure is drawn. No item asks which formula fits a solid. Not practiced: 'use them to solve in relevant problems'. (24OCT2026 Georgia build) Blocking clause: use them to solve in relevant problems |
| Code | Verdict | Evidence (generator · forms) | Notes |
|---|---|---|---|
| 6.P.EICC.1 | NOT COVERED | — | Georgia asks the child to build an identity as a reader and writer: set and revise reading and writing goals (a), talk or write about reading and writing preferences (b), select texts of personal interest (c), draw on a repertoire of strategies as needed (d), take part in a community of readers and writers (e), and grow independence (f). None of this is practised. The Grade-6 reading skill hands the child one of twelve app-chosen passages at a time. The child reads it without automatic narration and answers a three-option question, but never chooses the text, sets a goal, or picks a strategy. With Writing Coach on (a district-enabled paid feature scored by an AI judge), some prompts let the child choose the subject inside a fixed prompt, such as a book finished this year or a skill the child knows well. The app chooses the prompt and its form, so this is not the child selecting texts of personal interest, and it is not credited. My Bookshelf lets a child log any real book, tap the minutes read and mark it finished, and a grown-up can set a weekly reading-minutes goal on the parent dashboard. The reading happens away from the screen and is self-reported, the app checks nothing, and the goal is the grown-up's, not the child's. It is not credited, for the same reason off-screen talk in Play Together is not credited. There is no community of readers and writers: Acorn Duel is a turn-taking quiz, and Writing Coach writing goes only to the grader. Not practised. (24OCT2026 Georgia build; note refreshed 31OCT2026) Blocking clause: Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts. |
| 6.P.EICC.2 | PARTIAL | comprehensionSaplingQ L6 (all twelve Grade-6 passages: stories p6-secondlap, p6-static, p6-lanterngirl, p6-bread; informational p6-octopus, p6-ponyexpress, p6-leaves, p6-packhorse; argument p6-quiet, p6-garden; paired p6-storm, p6-whisper); writingCoachQ L4 (Writing Coach only) -> WRITE_PROMPTS wp-six-narrative/-b, wp-six-inform/-b, wp-six-analyze/-b, wp-six-argument/-b, served in WriteBox Reading, three-option picks in English and Spanish: stories ('Why does Jonah smile at the end?'), a text that explains a process ('Which detail supports the claim that the disguise happens fast?'), an argument ('Which piece of evidence SUPPORTS the claim?'), and connections between and beyond texts ('Which detail appears in BOTH passages?'; 'Why did the Pony Express exist at all, given its short life? What about its TIME explains it?'). Writing Coach (typed, 250-700 characters, AI-graded against a rubric shown above the box): a scene with dialogue, a how-to explanation, a comparison of two games, a paragraph defending a theme or main idea of something read, and an argument with a claim, evidence and an answer to an opposing view. ▶ Play a live item from this skill |
Georgia asks the child to take both roles, author and audience, across five purposes: stories (a), building knowledge and sharing information (b), explaining concepts and processes (c), analysing texts and ideas (d), and solving problems or influencing decisions (e), while making connections within, between and beyond texts. As audience, the child reads Grade-6 texts for most of these purposes and answers three-option questions: four short stories, passages that explain how octopus camouflage works and where fall leaf color comes from, histories of the Pony Express and of Kentucky's pack-horse librarians, short arguments for softer school bells and for school gardens, and two pairs of texts (a journal with a news brief, a science article with a travel journal). Connections are asked by choice: within a text (which detail supports a claim), between texts ('Which detail appears in BOTH passages?') and beyond a text (what about 1860 explains the Pony Express). As author, the child writes only inside Writing Coach, a paid feature the district enables, which runs only when the grading service is reachable and which a school can switch off. There the child writes a scene (a), explains a process or compares two games (b, c), defends the theme or main idea of something read (d), and argues a position with an answer to an opposing view (e). Held PARTIAL on 'Engage in written or spoken dialogue as author and audience'. Nothing is spoken. Without Writing Coach the child is only ever the audience. With it, the writing goes to a grader, not to a reader who answers, so no dialogue between author and audience takes place. No item asks the child to make an informed decision from a text. No row met only through Writing Coach is marked FULL. (24OCT2026 Georgia build; note refreshed 31OCT2026) Blocking clause: Engage in written or spoken dialogue as author and audience |
| 6.P.EICC.3 | PARTIAL | comprehensionSaplingQ L6 (summary items p6-secondlap 6, p6-octopus 6, p6-static 5; inference items p6-secondlap 2 and 4, p6-octopus 5, p6-static 2, p6-lanterngirl 2; word-in-context items p6-secondlap 3, p6-octopus 3, p6-ponyexpress 3); vocabularySaplingQ L6 (SAPLING_ROOTS decode form) Three-option picks, English and Spanish, asked after the Grade-6 passage has been read: 'Which is the BEST summary of the passage?'; 'What can you infer about why two hearts serve the gills?'; 'What does Priya's passing "without looking over" suggest about her?'; "In this passage, 'rehearsed' most nearly means…"; 'Based on the passage, chromatophores are…'. Vocabulary L6: 'Using its word parts, "audible" means…', on standalone words. ▶ Play a live item from this skill |
Georgia lists seven strategies to use before, during and after reading complex texts. Three are practised, all by choosing after the passage has been read, on twelve short passages. Summarize (d): on stories and informational passages, for example 'The Second Lap', 'Static' and the octopus passage, the child picks the summary that retells the whole text over a single detail, an invented event or a moral. The child never summarizes a section and is never asked to visualize. Inferences (f): the child picks what a detail suggests, for example why two hearts serve the octopus's gills or what Priya's passing 'without looking over' shows about her. Inferences are made and supported by choice but never tracked across a text. Unfamiliar words (g): the child uses context ('rehearsed the first lap in his head all week' gives practiced in advance; 'tiny sacs of pigment called chromatophores') and word parts ('Using its word parts, "audible" means…', on standalone words). Prior knowledge (c) is touched once, where money that 'was shirts' points to piecework, 'a common arrangement of that era', but the child is never asked to bring in or compare what he or she already knows. Not practised: setting a purpose or goals and monitoring comprehension (a), scanning and skimming (b), and making and tracking predictions (e). Nothing happens before or during reading; every question comes after it. Held PARTIAL on 'Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed.' (24OCT2026 Georgia build; note refreshed 31OCT2026) Blocking clause: Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. |
| 6.P.EICC.4 | PARTIAL | writingCoachQ L4 (Writing Coach only) -> WRITE_PROMPTS wp-six-* (8 prompts), served in WriteBox with the rubric shown above the box; WriteBox try-again flow (one revision after a failing draft) + WRITE_FEEDBACK grow lines (older-writer wording) The child drafts a typed paragraph or scene (250-280 character minimum, 700-character cap) for a purpose the prompt names, with its rubric shown above the box. If the draft misses the rubric, the coach shows up to three pre-written tips such as 'Check the sequence — add transitions so a new reader can follow each step.', 'Choose more precise words — replace a general word with an exact one.', 'Develop it further — add a specific example, figure, or quotation.' or 'Check capitalization — sentences and proper nouns begin with a capital letter.', and the child revises or edits once. |
Georgia lists eight writing processes: planning (a-d), drafting (e), evaluating (f), revising (g) and editing (h). The later stages happen in the child's own writing, but only inside Writing Coach, a paid feature the district enables, which runs only when the grading service is reachable and which a school can switch off. The child drafts a paragraph or scene for one of four purposes (e), with the rubric shown above the box. The grader judges whether the draft meets the prompt, which is feedback from others (f). After a failing draft, up to three fixed tips name what to work on: order, development, word choice, staying on topic or explaining reasoning (g), or capitalization, end punctuation, fragments and spelling (h). The child gets one more submission. Editing is weak: the grader is told not to fail a strong middle-school answer for minor spelling or punctuation slips, so a convention error alone does not send a draft back. Planning is not practised. The prompt sets the purpose and the form, and no prompt names a target audience (a). The child never plans an organization or chooses a mode or genre (b), never gathers ideas from texts or discussions (c), and never links ideas to a plan (d); every topic comes from the child's own experience or from reading done outside the app. Held PARTIAL on 'Establish a purpose and goals for writing and identify a target audience.' No row met only through Writing Coach is marked FULL. (24OCT2026 Georgia build) Blocking clause: Establish a purpose and goals for writing and identify a target audience. |
| 6.P.ST.1 | PARTIAL | comprehensionSaplingQ L6 (p6-lanterngirl items 1-3; p6-ponyexpress item 4) Three-option picks, English and Spanish: 'How does the 1911 setting shape the story's central problem?' (light itself is scarce and costs money, so studying must be scheduled around it); 'What does the detail that money "was shirts" reveal about the family's world?' (piecework done at home, a common arrangement of that era); 'Why does the story end with the electric bulbs "in every room"?' (the contrast measures how much her children's world differs from hers); 'Why did the Pony Express exist at all, given its short life? What about its TIME explains it?' (in 1860 no wire or rail crossed the continent). ▶ Play a live item from this skill |
Georgia asks the child to apply knowledge of context, such as time period, place and culture, when interpreting and constructing texts. When interpreting, this is practised by choice on two audited passages. On 'The Lantern Schedule', set in a 1911 tenement, the child picks how the setting shapes the story's central problem (light costs money, so study is scheduled around it), what 'money was shirts' reveals about the family's world (piecework at home, 'a common arrangement of that era'), and why the story ends with electric bulbs 'in every room' (the contrast between two eras). That last item touches how context shapes an author's decision (c). On the Pony Express passage, the child picks what about 1860 explains why the service existed. These come up about one Grade-6 reading question in ten. A third passage, 'Books on Horseback', added on 31 Oct 2026 and not yet audited as evidence, asks why the program sent librarians on horses and mules. Identifying the relevant context (a) is touched only once: the 'money was shirts' answer rests on knowing about piecework in that era, but the child never names which parts of context matter, and research and discussion never happen. Held PARTIAL on 'Consider how context impacts the purposes of the author and the audience.' No item asks how context affects an author's or an audience's purposes, or how an audience responds (c). The child never uses context when constructing a text: no Writing Coach prompt asks for it. (24OCT2026 Georgia build; note refreshed 31OCT2026) Blocking clause: Consider how context impacts the purposes of the author and the audience. |
| 6.P.ST.2 | PARTIAL | comprehensionSaplingQ L6 (p6-storm items 1, 3; p6-quiet items 1, 4; p6-static items 1, 3; p6-octopus item 4); writingCoachQ L4 (Writing Coach only) wp-six-argument / wp-six-argument-b rubric line 1 Three-option picks, English and Spanish: '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?'; "What is the author's CLAIM?"; 'From whose point of view is the story told, and why does that matter?'; 'Why does the author most likely mention that the blood is blue?'; 'Why does the author mention factory shifts?'; "The comparison 'like a held breath' makes Saturn feel…". Writing Coach: an argument paragraph graded 'A clear, arguable claim'. ▶ Play a live item from this skill |
Georgia asks the child to interpret and construct texts using knowledge of how authors accommodate the target audience and achieve a purpose. When reading, the child discerns purpose and point of view by choice: the journal shares one person's experience while the news brief reports facts for the public; the Quiet Hallways author claims schools should replace harsh bells; and 'Static' is told by the skeptical sibling 'so the reader feels the annoyance turn into wonder' (a, b). The child also picks why an author includes a detail (the octopus's blue blood builds the case that it is unusual; factory shifts show the bell is a leftover habit) and what one word choice does ('like a held breath'), which touches (c). When writing, only inside Writing Coach, a paid feature the district enables, which runs only when the grading service is reachable and which a school can switch off, both argument prompts grade 'A clear, arguable claim', so the child establishes a position (b). Held PARTIAL on 'the strategies and techniques authors use to accommodate the target audience'. No item asks how an author adjusts a text for its audience. No item asks the child to evaluate how well a text achieves its purpose (a) or which text design is most accessible (c). No Writing Coach prompt names an audience, so the child never accommodates one. (24OCT2026 Georgia build) Blocking clause: the strategies and techniques authors use to accommodate the target audience |
| 6.P.AC.1 | PARTIAL | comprehensionSaplingQ L6 (craft and structure items p6-secondlap 5, p6-static 4, p6-lanterngirl 3, p6-octopus 4, p6-quiet 4; word-choice items p6-static 3, p6-ponyexpress 3; chart items p6-ponyexpress 1, 2, visual kind 'histogram') Three-option picks, English and Spanish: "How does the question 'the race was already decided, wasn't it?' work in the story?"; "Why is the silence at the end 'exactly enough'?"; "Why does the story end with the electric bulbs 'in every room'?"; 'Why does the author mention factory shifts?'; 'Why does the author most likely mention that the blood is blue?'; "The comparison 'like a held breath' makes Saturn feel…"; "What does the chart's telegraph bar show that the text states in words?". ▶ Play a live item from this skill |
Georgia asks the child to read through the author's lens: identify, analyse and evaluate literary and rhetorical elements (a), word choices (b), sentence structure and syntax (c), and text design (d), each time explaining how it affects the audience and supports the purpose. Elements (a) are identified and analysed by choice on five audited items. In 'The Second Lap' the doubting question placed at the turn lets the reader hear the voice Jonah must defeat; in 'Static' the quiet ending reverses the noisy opening; in 'The Lantern Schedule' the last sentence builds the setting by contrast; in the octopus and Quiet Hallways passages the child picks what one detail does for the explanation or the argument. Three more, added on 31 Oct 2026 and not yet audited as evidence, ask why 'Enough of Each' ends with the line Mateo adds to his recipe card, why 'The Color Underneath' opens by saying the maples 'seem to repaint themselves', and why 'Books on Horseback' mentions the scrapbooks. Word choice (b) is asked directly once ('like a held breath' makes Saturn feel still, fragile and worth not disturbing), and a figure's meaning once more on audited items ('beaten not by faster horses, but by a wire'); a further 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'. Design (d) is touched by the Pony Express bar chart: the child uses it with the text and picks what the telegraph bar shows that the words state. Held PARTIAL on 'Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose': no item asks about sentence structure or syntax. The doubting question in 'The Second Lap' is a sentence form, but its item asks what it does in the story, not how its structure works. Across all four parts the child chooses an analysis but never explains or evaluates one, and no item asks how a choice affects the target audience. (24OCT2026 Georgia build; note refreshed 31OCT2026) Blocking clause: Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. |
| 6.P.AC.2 | PARTIAL | writingCoachQ L4 (Writing Coach only) -> WRITE_PROMPTS wp-six-argument/-b, wp-six-inform/-b, wp-six-narrative/-b, wp-six-analyze/-b rubric lines, served in WriteBox; WRITE_FEEDBACK fb-describing-words (older-writer wording) Typed paragraph or scene (250-700 characters), AI-graded against a rubric shown above the box. Elements: 'A clear, arguable claim', 'Acknowledges and answers an opposing view', 'At least two lines of correctly punctuated dialogue', 'Pacing: the key moment gets the most words'. Words: 'Domain-specific words used correctly, in a formal style', 'Sensory or concrete detail, not labels'. Organization: 'An opening that frames the topic', 'Three or more precise steps or facts, in a logical order', 'Two similarities AND two differences', 'Transition words connect the points'. After a failing draft the coach can show 'Choose more precise words — replace a general word with an exact one.' |
Georgia asks the child to build texts with the audience in mind: integrating literary, expository and rhetorical elements (a), crafting words and phrases (b), deciding on sentence structure and syntax (c), and organizing with formats, structures, patterns and features (d). This happens only inside Writing Coach, a paid feature the district enables, which runs only when the grading service is reachable and which a school can switch off. There, rubric lines grade elements chosen for each purpose (a claim, evidence and an answer to an opposing view; tension, dialogue and pacing in a scene), word choice on some prompts ('Domain-specific words used correctly, in a formal style'; 'Sensory or concrete detail, not labels'), and organization on some prompts (an opening, ordered steps and a closing; two similarities and two differences joined by transitions). Held PARTIAL on 'Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose': no prompt, rubric line or coaching tip asks about sentence structure. Formats and features (d) cannot be used, because the box takes plain text only, with no headings, lists or images. No prompt names a target audience, so every choice is made for the task, never for an audience. No row met only through Writing Coach is marked FULL. (24OCT2026 Georgia build) Blocking clause: Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. |
| 6.P.AC.3 | PARTIAL | comprehensionSaplingQ L6 (p6-storm items 1, 3, 4; p6-ponyexpress items 1, 2, visual kind 'histogram'); writingCoachQ L4 (Writing Coach only) -> WRITE_PROMPTS in four forms (argument, explanation, narrative scene, text analysis) 'Two Views of the Storm' sets Leo's journal (Passage A) beside a town news brief (Passage B) about the same storm. Three-option picks, English and Spanish: 'How do the two passages differ in PURPOSE?'; 'How do the TONES of the two passages compare?'; 'What can a reader learn ONLY from Passage B?' (how many homes lost power). The Pony Express passage with a rendered bar chart: 'Using the CHART together with the text, about how many days did the Pony Express save over the stagecoach?'. Writing Coach: typed pieces in four forms. ▶ Play a live item from this skill |
Georgia asks the child to consider how mode and genre shape a text: its features, tone and purpose (a), what it includes (b) and how it is arranged (c), and to consume and produce multimodal texts (d). One fixed pair carried most of the reading work at audit; a second, 'Two Ways to Hear a Whisper' (a science-magazine article beside a travel journal), added on 31 Oct 2026 and not yet audited as evidence, asks the same purpose and tone questions. 'Two Views of the Storm' sets a journal beside a news brief about the same outage. The child picks how their purposes differ, how their tones compare (warm and personal against neutral and factual), and what only the news brief tells (how many homes lost power), which is genre shaping what a text includes (b). The child consumes one multimodal text, the Pony Express passage with a bar chart that two items require (d, consuming only). With Writing Coach on (a paid feature the district enables), the child creates texts in four forms: an argument, an explanation, a scene and a text analysis (a). Held PARTIAL on 'Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts': no item asks how a genre's arrangement differs from another's. The child never produces a multimodal text, because the writing box takes plain text only. All reading items are three-option picks, in English and Spanish. (24OCT2026 Georgia build; note refreshed 31OCT2026) Blocking clause: Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. |
| 6.P.CP.1 | NOT COVERED | — | Not practised. Georgia asks the child to come prepared to group discussions (a), set group norms, goals and procedures for shared projects (b), offer ideas, listen and give feedback (c), and work with others to discuss topics, investigate questions, solve problems and create texts (d). The app holds no peer, small-group or teacher-led discussion and no shared project. 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 prompt talk with a grown-up or sibling away from the screen, but the app does not capture or check that talk, so it is not credited. Writing Coach writing goes only to the grader and is never shared with a classmate. (24OCT2026 Georgia build) Blocking clause: Collaborate with others to accomplish shared goals and projects. |
| 6.P.CP.2 | NOT COVERED | — | Not practised. Georgia asks the child to present ideas, information and texts clearly (a), combine modes and genres for an audience (b), vary tone, pace and nonverbal gestures (c), take and answer audience questions (d), and recite all or part of significant poems and speeches (e). The child never presents to an audience. With Writing Coach on (a paid feature the district enables), the child communicates ideas in typed paragraphs, but that is writing, credited to the writing-related rows, not a presentation. Teach-Back has the child say cue-card lines to a grown-up or sibling, who then taps to confirm; the app does not hear or check the talk, so it is not credited. No item asks the child to learn or recite a poem or speech, and none of the Grade-6 passages is one. (24OCT2026 Georgia build) Blocking clause: Use presentation skills to tailor communication to target audiences for specific purposes. |
| 6.L.GC.1 | PARTIAL | grammarSaplingQ L6 (NONRESTRICT pick-the-punctuation and find-the-extra-part forms, about 2 deals in 3; PRONOUN_ITEMS 'vague', one of twelve pronoun items in the pronoun family dealt about 1 deal in 3); writingCoachQ L4 (Writing Coach only) wp-six-narrative rubric line 2, wp-six-narrative-b rubric line 3 Grammar L6, three options, English and Spanish: 'Which sentence punctuates the EXTRA information correctly?' over twelve fixed sentences (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.', 'Our coach, a former sprinter, times every lap.'); 'In the sentence "Our coach, a former sprinter, times every lap.", which part is EXTRA (nonessential) information?'; "Why is this sentence UNCLEAR? 'When Leo met Sam, he was late.'". Writing Coach: a typed scene graded 'At least two lines of correctly punctuated dialogue' or 'Correctly punctuated dialogue at the turn'. |
Georgia lists twelve Grade-6 grammar, usage and mechanics skills (6.L.GC.1.43 to 6.L.GC.1.54). Three are practised in part. Skill 49 (commas, parentheses and dashes around nonessential parts): the child picks the sentence that punctuates the extra information correctly, or picks which part is the nonessential information, over twelve fixed sentences that use all three marks (eight of them added on 31 Oct 2026). This is recognition: the child never punctuates a sentence, and no Grade-6 rubric line grades these marks in the child's own writing. Skill 45 (recognize and correct vague pronoun references): at audit, the child picked why 'When Leo met Sam, he was late.' is unclear, but the corrected sentence ('Leo was late when he met Sam.') appeared only in the explanation, so the child recognized the fault but never corrected it. An item that asks the child to choose the corrected sentence ('Which revision fixes the UNCLEAR pronoun?'), added on 31 Oct 2026, has not been audited as evidence. Skill 47 (punctuating dialogue): both Grade-6 narrative prompts grade correctly punctuated dialogue in the child's own scene, but only inside 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. Not practised at grade 6: verb aspects (43), participles (44), correlative conjunctions (46), semicolons in a series (48), ellipses (50), hyphens (51), semicolons joining clauses (52), parts of speech performing sentence functions (53), and punctuating quoted textual evidence with a citation (54). The Grade-6 pronoun-case items put a pronoun in a subject or object slot ('My brother and I built the fort.'), but the child is choosing pronoun case, not using a part of speech to fill a sentence function, so skill 53 is not credited. Items on the past perfect, 'either … or' and quotation marks sit in the grades 3–5 Grammar skill and are not credited at grade 6. Held PARTIAL; the first unpractised skill is 'Grammar: Form and use the progressive, perfect, and perfect progressive verb aspects.' (24OCT2026 Georgia build; note refreshed 31OCT2026) Blocking clause: Grammar: Form and use the progressive, perfect, and perfect progressive verb aspects. |
| 6.L.GC.2 | NOT COVERED | — | Not practised at grade 6. Georgia asks the child to apply syntax to understand grade-level texts (a), use simple, compound, complex and compound-complex sentences to condense and combine ideas while keeping verb tense consistent (b), identify and use active voice and fix subject-verb agreement (c), and build ideas with modifiers (d). No Grade-6 item shows or names sentence types, asks the child to combine sentences, or deals with verb tense, voice or agreement. No Writing Coach prompt, rubric line or coaching tip asks for sentence variety, a consistent tense, active voice or modifiers. The nearest work is credited elsewhere. Grade-6 grammar asks which part of a sentence is nonessential, using a deletion test, on twelve fixed sentences; that is punctuation work credited to 6.L.GC.1 skill 49, and it never applies syntax to a grade-level text. Writing Coach scenes are graded on 'Sensory or concrete detail, not labels', which asks for detail but not for modifiers, and is credited to 6.T.T.1. Combining choppy sentences (Fix & Improve) and subject-verb agreement items sit in grades 3–5 skills and are not credited at grade 6. (24OCT2026 Georgia build; note refreshed 31OCT2026) Blocking clause: Apply understanding of syntax to comprehend, analyze, condense, and combine ideas and information, enhancing clarity, style, and meaning. |
| 6.L.V.1 | PARTIAL | vocabularySaplingQ L6 (SAPLING_ROOTS, TRANSITION_ITEMS, CONNOTATION_PAIRS, wordRelationsQ WORD_RELS); comprehensionSaplingQ L6 (p6-octopus item 3, p6-secondlap item 3); writingCoachQ L4 (Writing Coach only) wp-six-inform rubric line 3, wp-six-inform-b rubric line 3, wp-six-argument-b rubric line 3; EXPLAIN_PROMPTS xp-unit-rate, xp-expression-parts (same Writing Coach switch) Vocabulary L6, three options, English and Spanish: 'What does the root "chron" mean?'; 'Using its word parts, "audible" means…'; 'Which transition connects the sentences best? "It rained hard all morning. ___, the game continued."'; 'What relationship joins "cello" and "instrument"?'. Reading L6: 'Based on the passage, chromatophores are…'. Writing Coach: a how-to paragraph graded 'Domain-specific words used correctly, in a formal style'; 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 |
Acquiring vocabulary (a) is practised through Grade-6 digital content, always as a choice among three options, in English and Spanish. Vocabulary level 6 works with 14 academic word parts (tele-, port, dict, -ology, aud, bio, -less, anti-, graph, re-, spect, -ify, sub-, chron), six transition words and phrases (However, As a result, For example, Next, In addition, Otherwise), eight connotation pairs and nine word-relationship pairs. Reading items teach words met in Grade-6 texts: two audited ones, the science word 'chromatophores', defined beside it, and 'rehearsed', fixed by its context, and two added on 31 Oct 2026 and not yet audited as evidence, 'carotenoids' and 'donated'. Using that vocabulary to communicate (b) is graded only inside Writing Coach, a paid feature the district enables, which runs only when the grading service is reachable and which a school can switch off. The how-to prompt grades 'Domain-specific words used correctly, in a formal style', the compare prompt grades 'Transition words connect the points', the phones argument grades 'Cohesive words (because, therefore, however) link claim to reasons', and two short math explanations grade using 'per' or 'for each' and naming factors and terms. Held PARTIAL on 'Use grade-level general, academic, and disciplinary vocabulary to communicate clearly and precisely in a variety of settings': without Writing Coach the child only picks meanings, and with it the only setting is a typed paragraph; nothing is spoken. No row met only through Writing Coach is marked FULL. (24OCT2026 Georgia build; note refreshed 31OCT2026) Blocking clause: Use grade-level general, academic, and disciplinary vocabulary to communicate clearly and precisely in a variety of settings. |
| 6.L.V.2 | PARTIAL | vocabularySaplingQ L6 (SAPLING_ROOTS part-meaning form and whole-word decode form, about 3 deals in 8) 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), over 14 parts on standalone words. After answering, the explanation breaks the word apart ('tele- (far) + scope (to look)'). ▶ Play a live item from this skill |
Deconstructing words (a) is practised in Grade-6 vocabulary, in English and Spanish. The child picks what a Greek or Latin 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…' gives loud enough to be heard). There are 14 parts: Greek forms such as tele-, bio, graph, chron and -ology, Latin roots such as port, dict, aud and spect, the prefixes re-, sub- and anti-, and the suffixes -ify and -less (-less is English, not Greek or Latin). The explanation then breaks the word apart ('tele- (far) + scope (to look)'). Georgia asks for this 'in grade-level texts', and these are standalone words, so (a) is met only in part. Held PARTIAL on 'Construct words based on knowledge of Greek and Latin roots, root words, and/or affixes and use those words appropriately in context': no Grade-6 item has the child build a word from parts or use one in a sentence. Parts of speech are never used to work out a meaning (b) or to choose precise words when writing (d). Building words from parts is practised in Word Machines, a grades 3–5 skill with no grade-6 level, and is not credited at grade 6. All items are three-option picks. (24OCT2026 Georgia build) Blocking clause: Construct words based on knowledge of Greek and Latin roots, root words, and/or affixes and use those words appropriately in context. |
| 6.L.V.3 | PARTIAL | vocabularySaplingQ L6 CONNOTATION_PAIRS branch (about 3 deals in 16) and wordRelationsQ WORD_RELS (about 1 deal in 4); comprehensionSaplingQ L6 (p6-secondlap item 3, p6-octopus item 3, p6-ponyexpress item 3) Vocabulary L6, three options, English and Spanish: 'Both words can describe the same behavior. Which has the more NEGATIVE connotation: "thrifty" or "stingy"?' (third option 'they feel exactly the same'), over eight pairs including confident/arrogant; 'What relationship joins "cello" and "instrument"?'. Reading L6: "In this passage, 'rehearsed' most nearly means…"; 'Based on the passage, chromatophores are…'; "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 |
Expectation a is a progression note ('This progression transitions to 6-8.L.V.3.b.'), so b–e are judged. Connotation (c) is practised directly: the child picks the more positive or the more negative of two words with similar meanings, over eight pairs (thrifty/stingy, confident/arrogant, curious/nosy, determined/stubborn, relaxed/lazy, youthful/childish, bold/reckless, selective/picky), in English and with native Spanish pairs. One pair uses Georgia's own example word, 'confident'. The explanation names the split between denotation and connotation. The question itself says the two words describe the same behavior, and the choice is always between two words, never across a set like Georgia's five examples. Relationships and context clues (b): on three audited passage items the child works out an unknown word or phrase from context ('rehearsed' gives practiced in advance; 'chromatophores' is defined beside the word; 'beaten not by faster horses, but by a wire' means a new technology ended the service). Three more, added on 31 Oct 2026 and not yet audited as evidence, ask about 'carotenoids', 'donated' and the dough that 'answers'. The child also names the relationship between two words (cause and effect, part and whole, item and category), but only the explanation uses it to clarify a meaning. Synonyms, antonyms and analogies are not dealt at grade 6, and no Grade-6 item has a multiple-meaning word. Held PARTIAL on (d): no Grade-6 item has the child use a dictionary, glossary, online search or any other resource to find or check a meaning. Using resources to choose between closely related words when speaking and writing (e) is not practised either. (24OCT2026 Georgia build; note refreshed 31OCT2026) Blocking clause: Use available print and/or digital resources, including reference materials and digital tools (e.g., online search, embedded word processing features), to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. |
| 6.T.C.1 | PARTIAL | comprehensionSaplingQ L6 (p6-ponyexpress items 1, 2, 4, visual kind 'histogram'; p6-storm item 1) Three-option picks, English and Spanish: 'Using the CHART together with the text, about how many days did the Pony Express save over the stagecoach?' (about 15; the 25-day figure is only in the chart); "What does the chart's telegraph bar show that the text states in words?"; 'Why did the Pony Express exist at all, given its short life? What about its TIME explains it?'; 'How do the two passages differ in PURPOSE?' (A shares one person's experience; B reports facts for the public). ▶ Play a live item from this skill |
Using text features to understand a disciplinary text and its context (b) is practised on one passage. 'Ten Days to California', a short history text about the Pony Express, carries a rendered bar chart of delivery times (stagecoach 25 days, Pony Express 10, telegraph 1), and two of its four items need it: the child reads the 25-day figure from the chart, because the text says only 'a month', and picks what the telegraph bar shows that the words state. A third item asks what about 1860 explains the service, which is its context. Georgia asks for 'a variety of disciplinary texts', and only this one passage has a feature to use. Held PARTIAL on 'Analyze the development of multiple purposes within a single text and how those purposes target specific audiences': the purpose items compare two texts ('How do the two passages differ in PURPOSE?', where the news brief reports facts 'for the public'; the same question on 'Two Ways to Hear a Whisper' was added on 31 Oct 2026 and has not been audited as evidence), and no item looks at several purposes inside one text or at how each targets an audience. Constructing a multimodal text or presentation (c) is not practised: the Writing Coach box takes plain text only, and the child never presents. All items are three-option picks. (24OCT2026 Georgia build; note refreshed 31OCT2026) Blocking clause: Analyze the development of multiple purposes within a single text and how those purposes target specific audiences. |
| 6.T.C.2 | PARTIAL | comprehensionSaplingQ L6 (p6-lanterngirl items 1-3; p6-ponyexpress item 4; p6-static item 1; p6-quiet items 2, 3) Three-option picks, English and Spanish: 'How does the 1911 setting shape the story's central problem?'; 'What does the detail that money "was shirts" reveal about the family's world?'; 'Why does the story end with the electric bulbs "in every room"?'; 'Why did the Pony Express exist at all, given its short life? What about its TIME explains it?'; 'From whose point of view is the story told, and why does that matter?'; 'Which piece of evidence SUPPORTS the claim?'; 'Which claim is NOT supported with evidence?'. ▶ Play a live item from this skill |
The impact of background and context on a text (c) is practised by choice. On 'The Lantern Schedule', set in a 1911 tenement, the child picks how the era shapes the story's central problem, what 'money was shirts' reveals about the family's world, and why the story ends with electric bulbs 'in every room'. On the Pony Express passage, the child picks what about 1860 explains why the service existed. These come up about one Grade-6 reading question in ten, in English and Spanish. Evidence and credibility (b) is touched: on 'The Case for Quiet Hallways' the child picks the evidence that supports the claim and the claim with nothing behind it ('Every student would earn better grades.'), but no item asks how the author's choice of evidence reveals the author's perspective or affects credibility. Held PARTIAL on 'Describe and analyze the development and interaction of two or more perspectives conveyed by a single text': one item asks whose point of view tells 'Static' and why it matters, which is a single perspective, and the Quiet Hallways passage answers an opposing view ('Some will say students would ignore a gentle sound') that no item asks about. A new item on 'Every School Needs a Garden', added on 31 Oct 2026 and not yet audited as evidence, asks how the author answers people who say gardens cost too much. The row stays at its audited verdict until a refute-first two-auditor re-check counts the new items. Researching answers with credible sources (d) is not practised. All items are three-option picks. (24OCT2026 Georgia build; note refreshed 31OCT2026) Blocking clause: Describe and analyze the development and interaction of two or more perspectives conveyed by a single text. |
| 6.T.SS.1 | PARTIAL | comprehensionSaplingQ L6 (p6-secondlap item 5, p6-static item 4, p6-lanterngirl item 3, p6-quiet item 4, p6-octopus item 4); writingCoachQ L4 (Writing Coach only) wp-six-inform, wp-six-inform-b, wp-six-argument (rubric lines 1, 2, 5), wp-six-argument-b, wp-six-narrative-b rubric lines; vocabularySaplingQ L6 TRANSITION_ITEMS (about 3 deals in 16) Reading, three-option picks in English and Spanish: "How does the question 'the race was already decided, wasn't it?' work in the story?"; "Why is the silence at the end 'exactly enough'?"; 'Why does the author mention factory shifts?'. Vocabulary L6: 'Which transition connects the sentences best?'. Writing Coach, one typed paragraph or scene of at most 700 characters: 'An opening that frames the topic', 'Three or more precise steps or facts, in a logical order', 'A closing that says why it matters'; 'Two similarities AND two differences', 'Transition words connect the points'; 'Cohesive words (because, therefore, however) link claim to reasons'; 'At least two transition words moving time forward'; 'A clear, arguable claim', 'A concluding statement that follows from the argument'. ▶ Play a live item from this skill |
How authors use structure to convey meaning (a) is asked by choice on five audited items: the doubting question placed at the turn of 'The Second Lap', the quiet ending of 'Static' that reverses its noisy opening, the contrast in the last sentence of 'The Lantern Schedule', and what one sentence contributes in the octopus and Quiet Hallways passages. Three more, added on 31 Oct 2026 and not yet audited as evidence, ask why 'Enough of Each' ends with the line Mateo adds to his recipe card, why 'The Color Underneath' opens by saying the maples 'seem to repaint themselves', and why 'Books on Horseback' mentions the scrapbooks. The child chooses an account but never explains one, and no item asks how an author changes a structure for an audience. In writing, only inside Writing Coach, a paid feature the district enables, which runs only when the grading service is reachable and which a school can switch off, the child uses a different structure for each kind of prompt: ordered steps, two similarities and two differences, a claim with evidence, and a scene (b). Transitions (c) are graded on three prompts ('Transition words connect the points'; 'Cohesive words (because, therefore, however) link claim to reasons'; 'At least two transition words moving time forward'), and Grade-6 vocabulary has the child pick the connector that joins two sentences. Concept repetition and connected terms are not graded, and text features cannot be used in a plain-text box. Held PARTIAL on 'Craft multi-paragraph texts using a coherent structure to organize ideas with an introduction; supporting facts, reasons, details, descriptions, and/or events; and a conclusion.' Every Grade-6 piece is a single paragraph or scene of at most 700 characters. An introduction, support and a conclusion are graded together on three prompts, always inside that one paragraph: the how-to and compare prompts ('An opening that frames the topic' or 'Opens by framing both subjects', the steps or the similarities and differences, and a closing) and the school-start argument ('A clear, arguable claim', 'Two distinct pieces of evidence or reasoning', 'A concluding statement that follows from the argument'). No row met only through Writing Coach is marked FULL. (24OCT2026 Georgia build; note refreshed 31OCT2026) Blocking clause: Craft multi-paragraph texts using a coherent structure to organize ideas with an introduction; supporting facts, reasons, details, descriptions, and/or events; and a conclusion. |
| 6.T.SS.2 | PARTIAL | comprehensionSaplingQ L6 (p6-static item 3, p6-lanterngirl item 2, p6-ponyexpress item 3, p6-storm item 3); vocabularySaplingQ L6 CONNOTATION_PAIRS; writingCoachQ L4 (Writing Coach only) wp-six-argument rubric line 4, wp-six-inform rubric line 3 Reading, three-option picks in 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?'; "…'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?'. Writing Coach: 'Formal style — no slang, no chatty asides' (school-start argument); 'Domain-specific words used correctly, in a formal style' (how-to explanation). ▶ Play a live item from this skill |
How figurative language contributes to meaning, mood or tone (a) is asked directly once: "The comparison 'like a held breath' makes Saturn feel…" (still, fragile, and worth not disturbing). Two more audited items ask what a figure means in its passage ('money was shirts'; 'beaten not by faster horses, but by a wire'), which is its meaning rather than its effect; 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 items compare the tones of two paired texts, a journal and a news brief and, added on 31 Oct 2026 and not yet audited as evidence, a science-magazine article and a travel journal, without asking which words build them. Connotation is practised only on standalone word pairs, never in a text. Using figurative language or literary devices in the child's own writing (b) is not asked: no prompt or rubric line asks for a figure of speech, and the dialogue and pacing graded in the scene prompts are credited to 6.T.T.1. Formal style (c) is graded in the child's own writing on two prompts, only inside Writing Coach, a paid feature the district enables, which runs only when the grading service is reachable and which a school can switch off: 'Formal style — no slang, no chatty asides' and 'Domain-specific words used correctly, in a formal style'. Held PARTIAL on 'Compare and contrast characteristics of formal style (e.g., jargon, complete sentences) with those of informal style (e.g., contractions, slang, sentence fragments) and apply understandings to writing and speaking': no item compares the two styles, and nothing is spoken. (24OCT2026 Georgia build; note refreshed 31OCT2026) Blocking clause: Compare and contrast characteristics of formal style (e.g., jargon, complete sentences) with those of informal style (e.g., contractions, slang, sentence fragments) and apply understandings to writing and speaking. |
| 6.T.T.1 | PARTIAL | comprehensionSaplingQ L6 (p6-secondlap items 1, 4, 5; p6-static items 1, 2, 4; p6-lanterngirl items 1, 3); writingCoachQ L4 (Writing Coach only) -> WRITE_PROMPTS wp-six-narrative + wp-six-narrative-b, served in WriteBox Reading, three-option picks in English and Spanish: "How does the question 'the race was already decided, wasn't it?' work in the story?"; 'What does Priya's passing "without looking over" suggest about her?'; 'What does the brother giving up his turn "without being asked" reveal?'; 'From whose point of view is the story told, and why does that matter?'; 'How does the 1911 setting shape the story's central problem?'; "Which sentence best states the passage's theme?". Writing Coach scenes graded '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', 'A change of mind the scene earns', 'At least two transition words moving time forward'. ▶ Play a live item from this skill |
Narrative techniques across a story (a) are asked by choice on the three audited Grade-6 stories: the doubting question at the turn of 'The Second Lap' (plot and theme), what Priya's passing 'without looking over' shows about her and what the brother's giving up his turn reveals (characterization shown in action), whose point of view tells 'Static' and why it matters, how the 1911 setting shapes 'The Lantern Schedule', and why it ends with electric bulbs 'in every room'. Theme (c) is asked on 'The Second Lap' ('Beating the urge to quit can matter more than beating an opponent.'). A fourth story, 'Enough of Each', added on 31 Oct 2026 and not yet audited as evidence, asks for its theme, an inference and why it ends as it does. In writing, only inside Writing Coach, a paid feature the district enables, which runs only when the grading service is reachable and which a school can switch off, two scene prompts grade narrative techniques (e): tension between two characters, punctuated dialogue, pacing, concrete detail, a change of mind the scene earns, and transitions that move time forward. Held PARTIAL on 'Analyze how setting, events, conflict, and characterization influence plot pacing': no reading item asks about pacing. Multiple themes, and how relationships between characters shape them (c), are never asked; each story has at most one theme question. Comparing literary texts in different modes or genres on a shared theme (d) is not practised: the paired texts are a journal with a news brief and, since 31 Oct 2026, a travel journal with a science-magazine article, and the Grade-6 set has no poem, drama or novel. All reading items are three-option picks. The Arkansas and Arizona structure rows (6.RC.6.RL, 6.RL.5) were FULL on three of these items, but Georgia's row asks for far more. (24OCT2026 Georgia build; note refreshed 31OCT2026) Blocking clause: Analyze how setting, events, conflict, and characterization influence plot pacing. |
| 6.T.T.2 | PARTIAL | comprehensionSaplingQ L6 (p6-octopus items 1, 2, 4, 6; p6-storm items 1-4); writingCoachQ L4 (Writing Coach only) wp-six-inform, wp-six-inform-b, wp-six-analyze-b rubric lines Reading, three-option picks in English and Spanish: 'What is the central idea of the passage?'; 'Which detail supports the claim that the disguise happens fast?'; 'Why does the author most likely mention that the blood is blue?'; 'Which is the BEST summary of the passage?' (octopus). 'Two Views of the Storm' (a journal beside a town news brief about the same outage): 'How do the two passages differ in PURPOSE?', 'Which detail appears in BOTH passages?', 'How do the TONES of the two passages compare?', 'What can a reader learn ONLY from Passage B?'. Writing Coach: 'An opening that frames the topic', 'Three or more precise steps or facts, in a logical order', 'A closing that says why it matters'; 'States a main idea, not just a topic', 'Two specific details as evidence'. ▶ Play a live item from this skill |
Expectation c is a progression note ('This progression ends in 5th grade.'), so a, b and d are judged. Main ideas, facts and key details (a) are recognized by choice, for example on the octopus passage: the child picks its central idea, the detail that supports the claim that the disguise is fast, why the author mentions blue blood, and the summary that gathers the main points. Two authors' presentations of one event (b) are compared on 'Two Views of the Storm', a journal and a town news brief about the same power outage: the child picks how their purposes and tones differ, which detail both report, and what only the brief tells. That was one fixed pair at audit, and the event is a local storm rather than a historical one, which Georgia's 'or topic' allows. 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. Applying expository techniques in writing (d) happens only inside Writing Coach, a paid feature the district enables, which runs only when the grading service is reachable and which a school can switch off: the how-to prompt grades a framing opening, three or more precise steps or facts and a closing, the compare prompt grades an opening and a closing, and the informational-analysis prompt grades a main idea with two specific details. Held PARTIAL on 'Recognize and describe expository techniques used to present and design content, including main ideas, facts, key details, and a sense of closure': no item asks about a text's sense of closure (the octopus passage's closing tie-together is named only in an explanation shown after an answer), and the child recognizes techniques by choosing but never describes them. No row met only through Writing Coach is marked FULL. (24OCT2026 Georgia build; note refreshed 31OCT2026) Blocking clause: Recognize and describe expository techniques used to present and design content, including main ideas, facts, key details, and a sense of closure. |
| 6.T.T.3 | PARTIAL | comprehensionSaplingQ L6 (p6-quiet items 1-4); writingCoachQ L4 (Writing Coach only) wp-six-argument (all five rubric lines), wp-six-argument-b rubric lines 1-2 Reading, three-option picks in English and Spanish, on 'The Case for Quiet Hallways': "What is the author's CLAIM?"; 'Which piece of evidence SUPPORTS the claim?'; 'Which claim is NOT supported with evidence?' (key 'Every student would earn better grades.'); 'Why does the author mention factory shifts?'. Writing Coach, school-start argument: 'A clear, arguable claim', 'Two distinct pieces of evidence or reasoning', 'Acknowledges and answers an opposing view', 'Formal style — no slang, no chatty asides', 'A concluding statement that follows from the argument'. ▶ Play a live item from this skill |
Expectations b and d are progression notes ('This progression begins in 9th grade.'), so a and c are judged. Recognizing argument techniques (a) was practised by choice on one short argument at audit, 'The Case for Quiet Hallways': the child picks the author's claim, the evidence that supports it (a district that switched to a chime reported calmer passing periods), the claim with no evidence behind it ('Every student would earn better grades.'), and why the author mentions factory shifts. The passage answers an opposing view ('Some will say students would ignore a gentle sound, yet…') and ends on a conclusion, but no item asks about either. 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. Applying argument techniques in writing (c) is graded on one prompt in full, only inside Writing Coach, a paid feature the district enables, which runs only when the grading service is reachable and which a school can switch off: the school-start argument grades a clear claim, two pieces of evidence or reasoning, an answer to an opposing view and a concluding statement that follows from the argument. The phones argument grades the claim and the evidence. Held PARTIAL on 'an identified counterclaim, and a conclusion that logically follows the argument' in (a): when reading, the child never identifies a counterclaim or judges a conclusion, and 'explain' is met only by choosing. The writing half rests on Writing Coach, and no row met only through Writing Coach is marked FULL. (24OCT2026 Georgia build; note refreshed 31OCT2026) Blocking clause: an identified counterclaim, and a conclusion that logically follows the argument |
| 6.T.T.4 | NOT COVERED | — | Not practised at grade 6. Georgia asks the child to recognize and describe poetic techniques (stanzas, rhyme scheme, imagery, figurative language, sound devices) and to use them to produce poetry. None of the twelve Grade-6 reading passages is a poem, and none of the eight Grade-6 Writing Coach prompts asks for one, so stanzas, rhyme scheme and sound devices never appear and no poem is written. One Grade-6 item asks what a simile does in a prose story ('like a held breath' makes Saturn feel still, fragile and worth not disturbing). That is figurative language in prose, credited to 6.T.SS.2 and 6.P.AC.1, and it is not stretched to poetic technique. The Poetry skill (rhyme, rhythm, stanzas) is a grades 3–5 skill with no grade-6 level and is not credited at grade 6. (24OCT2026 Georgia build; note refreshed 31OCT2026) Blocking clause: Analyze and apply poetic techniques. |
| 6.T.RA.1 | NOT COVERED | — | Not practised. Georgia asks the child to generate questions to guide research (a), locate, gather and integrate information from credible sources (b), and draw on that research to analyse texts (c). No Grade-6 item poses or asks for a research question, and the child never gathers information from sources. Grade-6 reading passages are read one at a time to answer multiple-choice questions, and the Writing Coach prompts draw on the child's own experience or on a story or article read outside the app. The Question Jar lets a child type a wonder question for a grown-up to open later, but nothing guides an investigation and the app never sees what follows, so it is not credited. (24OCT2026 Georgia build) Blocking clause: Conduct research, generating questions to guide investigations of complex topics of interest and using credible sources to support analyses. |
| 6.T.RA.2 | NOT COVERED | — | Not practised. Georgia asks the child to locate evidence in print and digital sources while recording author, title and page (a), judge which sources are credible and which may be unreliable (b), and credit quoted or paraphrased sources with parenthetical citations and a works cited entry (c). No Grade-6 item works with more than one source on a question, assesses a source, or asks for a citation or any bibliographic information. Grade-6 reading asks the child to pick the evidence inside one passage that supports a claim, and which claim has no evidence behind it ('Every student would earn better grades.'). That judges claims inside one text, not sources, and is credited to 6.T.T.3. The Writing Coach analysis prompts ask for 'Two specific details as evidence' from a text read outside the app, with no title, author or citation. 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 at grade 6. (24OCT2026 Georgia build) Blocking clause: Utilize multiple print and digital texts to address a specific topic or question, assessing source credibility and relevance and integrating evidence properly to avoid plagiarism. |
| 6.T.PM.1 | NOT COVERED | — | Not practised. Georgia asks the child to read and comprehend myths and stories that modern writers have adapted (a) and one genre of literature from a particular time period (b), and to know that period's themes, genres and styles. None of the twelve Grade-6 reading passages is a myth, a retold traditional story, or a work written in an earlier period. 'The Lantern Schedule' is a modern story set in a 1911 tenement, and the Pony Express passage is a modern informational text about 1860. Their items ask how the era shapes the story and what the period explains, which is historical context, credited to 6.T.C.2 and 6.P.ST.1, not knowledge of a period's literature. With Writing Coach on, one prompt asks about 'a story or book you finished this year', but nothing places it in a period, so it is not credited. (24OCT2026 Georgia build; note refreshed 31OCT2026) Blocking clause: Demonstrate knowledge of dominant themes, genres, and verbal styles of literature from a particular time period. |
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.NR.1.1 | Arkansas twin (by meaning): 6.NCC.9 PARTIAL → Georgia: PARTIAL | Same verdict, different footing. Arkansas's row joins decimals and fractions, and its PARTIAL rests on Grade 6 decimal addition and subtraction. Georgia's row is fractions only, and no Grade 6 level adds or subtracts fractions, so the evidence here is the Grades 4-5 Fractions levels 3-5 (like and unlike denominators, mixed numbers with a shared denominator and no regrouping). It is kept PARTIAL because part of the sentence is practised in the app; it stays below FULL on 'Fluently add and subtract any combination of fractions'. |
| 6.NR.2.1 | Arizona candidate (not a twin by meaning): 6.SP.A.3 FULL → Georgia: PARTIAL | Arizona 6.SP.A.3 asks the child to recognize that a measure of center summarizes the data with one number. Georgia asks the child to describe and interpret the mean as the equal-share value, and no item asks that; the equal-share idea is only in the explanation of the mean item. The nearest row by meaning is Arkansas 6.SP.2 (calculate and interpret any measure of center), also PARTIAL. |
| 6.NR.2.3 | Arizona twin (by meaning): 6.SP.A.2 FULL → Georgia: PARTIAL | Arizona's row asks the child to understand that a distribution is described by its center, spread and overall shape. Georgia adds 'Interpret numerical data to answer a statistical investigative question created' and asks the child to describe the distribution, including its overall shape. The child never creates a question or collects data, and no Grade 6 item asks about clusters, gaps, peaks, symmetry or skew. |
| 6.NR.3.6 | Kansas twin (same sentence; Kansas is not a seed state for this build): 6.NS.7d FULL → Georgia: PARTIAL | The only item is integersQ L3 form 1. Every pair it deals is two negative integers, so the true statement has the same shape in every deal ('<' then '>') and is the only option sharing one half with each wrong option; it can be picked from that pattern. Kansas judged an earlier wording of this item. The Arizona row that contains the same sentence (6.NS.C.7) is PARTIAL on other clauses. Under-claimed here. |
| 6.NR.4.5 | Arkansas twin (by meaning): 6.PR.2 FULL → Georgia: FULL | Georgia's 'Solve unit rate problems including those involving unit pricing and constant speed' says the same as Arkansas's 'Calculate unit rates to include unit pricing and constant speed'. Re-checked against the current code: the better-buy item no longer prints each package's price per ounce (changed 24 Oct 2026), so the child must work both out; the train speed is still typed in about 6 of 10 interactive deals. |
| 6.NR.4.6 | Arkansas twin (by meaning): 6.PR.5 FULL → Georgia: FULL | Georgia replaces Arkansas's find-the-whole clause with 'solve everyday problems given a percent'. The Grade 6 Percents items are number sentences, so the everyday problems given a percent are the Statistics level-5 circle-graph count (Grade 6), the Percents level-4 discounts (Grade 5) and the level-8 tax, tip and commission items (Grade 7). Every clause is practised; a reviewer may weigh the cross-level evidence. |
| 6.NR.4.7 | Arkansas twin (by meaning): 6.GM.7 PARTIAL → Georgia: PARTIAL | Arkansas was blocked on 'between the metric and customary measurement systems'. Georgia asks only for conversions within each system, so that blocker does not apply. The row stays PARTIAL on Georgia's own 'Use ratios to convert within measurement systems (customary and metric)': no Grade 6 item converts a metric measurement, and the Grades 4-5 metric items convert by a memorized factor, not by ratios. |
| 6.PAR.6.3 | Arizona twin (by meaning): 6.EE.A.2 PARTIAL; 6.EE.B.6 PARTIAL → Georgia: FULL | Georgia asks only to write and read expressions that represent operations with numbers and variables in realistic situations. The clauses that held Arizona 6.EE.A.2 at PARTIAL (naming the parts of an expression; order of operations with exponents) and Arizona 6.EE.B.6 (understanding that a variable can stand for any number in a set) are not in it. Expressions Level 3 practices both Georgia verbs in the ticket-order situation: the child types 4b + 3 in live rounds, and otherwise reads 4b + 3, 4 + 3b and 7b and picks the one that fits. The Arkansas twin by meaning, 6.ALG.1 (read and write expressions in real-world or mathematical problems), is FULL on the same items. |
| 6.PAR.6.5 | Arizona twins (by meaning): 6.EE.A.3 FULL; 6.EE.A.4 PARTIAL → Georgia: FULL | Georgia joins identify and generate under one method, 'Apply the properties of operations'. Arizona 6.EE.A.4 stayed PARTIAL on its own reason for equivalence ('they name the same number regardless of which number y stands for'), which Georgia does not ask. The identify half is practiced by property arguments in the Expressions Level 4 multiple choice, as for the Arkansas twin 6.ALG.5 (FULL), and the generate half is typed in live rounds, as for Arizona 6.EE.A.3 (FULL). |
| 6.PAR.7.2 | Arizona twins (by meaning): 6.EE.B.6 PARTIAL; 6.EE.B.8 FULL → Georgia: PARTIAL | Writing the inequality is practiced as for Arizona 6.EE.B.8 (FULL), and writing the equation as for Arizona 6.EE.B.6. But Georgia adds 'and solve problems' and 'explain that a variable can represent an unknown number or any number in a specified set'. No Grade 6 item solves a one-step inequality or solves an equation the child has just written, and no item asks what a variable stands for, the same clause that held Arizona 6.EE.B.6 at PARTIAL. |
| 6.PAR.7.4 | Arkansas twin (by meaning): 6.ALG.8 PARTIAL; Arizona twin: 6.EE.B.8 FULL → Georgia: FULL | Arkansas 6.ALG.8 stayed PARTIAL on 'solve ... one-step inequalities'. Georgia 6.PAR.7.4 has no solve verb: it asks the child to recognize and generate inequalities of the form x > c, x ≥ c, x ≤ c or x < c for situations with infinitely many solutions and to represent their solutions on a number line, the same three parts as Arizona 6.EE.B.8 (FULL). Inequalities Levels 1 and 3 practice all three. |
| 7.PAR.4.9 | Arkansas twin (by meaning): 7.PR.3 PARTIAL; Arizona twin (GaDOE-linked, MGSE7.RP.3): 7.RP.A.3 FULL → Georgia: FULL | Arkansas 7.PR.3 stayed PARTIAL only because it names percent error, which no item asks. Georgia 7.PAR.4.9 names no problem types: it asks the child to use proportional relationships to solve multi-step ratio and percent problems presented in applicable situations, the same core as Arizona 7.RP.A.3 (FULL after two refute-first reviewers). Percents Level 8 and its percentAppsQ forms practice two-step tax, tip, simple-interest, commission and percent-change problems in money settings, picked from three with one-step slips as the wrong choices. |
| 7.PR.6.1 | Arizona twin (by meaning): 7.SP.C.5 FULL; Arkansas twin: 7.SP.8 PARTIAL → Georgia: PARTIAL | Judged differently from the Arizona twin. Georgia's first sentence says what Arizona 7.SP.C.5 (FULL) says, a probability is a number between 0 and 1, and Probability Levels 4-5 have the child find P(color) or P(die event) as a fraction of the total. But Arizona's verb is 'understand', and Georgia adds a second sentence with the verb 'Describe': a probability near 0, around 1/2 or near 1 indicates an unlikely event, one neither unlikely nor likely, or a likely event. The only item for it has the child pick unlikely, likely or as likely as not for a given probability, and picking one of three fixed words is never counted as describing. Mapped FULL in the first pass and kept FULL by the refute-first audit; moved to PARTIAL at the 25 Oct 2026 review on that clause. Arkansas 7.SP.8 is PARTIAL only on 'impossible (0)' and 'certain (1)', which Georgia does not list. |
| 7.GSR.5.4 | Arizona twin (by meaning): 7.G.B.4 PARTIAL; Arkansas twin: 7.GM.1 NOT COVERED → Georgia: NOT COVERED | Arizona 7.G.B.4 is PARTIAL because its 'understand and use the formulas' half is practiced; its informal-derivation clause is not. Georgia splits the two: using the formulas is 7.GSR.5.5, and 7.GSR.5.4 is only exploring the relationship among π, radius, diameter, circumference and area to derive the formulas. No item does that, as Arkansas found for 7.GM.1. |
| 7.PR.6.2 | Arizona twin (by meaning): 7.SP.C.6 PARTIAL → Georgia: PARTIAL | Arizona was PARTIAL with its predict clause practiced and this approximate-by-collecting clause unpracticed. Georgia keeps only the approximate clause. It is held PARTIAL rather than NOT COVERED because the child does find a relative frequency from data on a chance event (18/50 from given coin flips, the item Arkansas 7.SP.9 counts as determining an experimental probability). Collecting the data and observing the long-run approach to the theoretical probability stay unpracticed. |
| 7.PR.6.5 | Arizona twin (by meaning): 7.SP.C.7 PARTIAL → Georgia: NOT COVERED | Arizona 7.SP.C.7 is PARTIAL because its 'use a model to find probabilities' part is practiced. Georgia gives the frequency-model sentence a row of its own, and Arizona held that sentence unpracticed: no item builds a model, uniform or not, from observed frequencies. |
| 7.PR.6.6 | Arizona twin (by meaning): 7.SP.B.4 FULL → Georgia: PARTIAL | Arizona 7.SP.B.4 asks for informal comparative inferences about two populations from measures of center and variability, which statistics Level 6 practices. Georgia adds graphical displays, which the stacked dot-plot overlap items cover, and 'as probability models', which no item practices: no item uses a distribution as a model for the chance of an outcome. |
| 8.PAR.3.4 | No Arkansas or Arizona twin by meaning (candidates offered: Arizona 8.EE.C.7 PARTIAL, Arkansas 8.ALG.1 PARTIAL, both about solving) → Georgia: NOT COVERED | Georgia's verb is justify: the child must justify the steps of a one-solution equation or inequality with algebraic properties and the properties of real numbers. The candidate rows were PARTIAL for solving, which the child does at Equations Level 8 and Inequalities Level 4, but solving is not in this Georgia row. No item asks why a step is allowed or names a property; the steps are named only in explanations after the answer. |
| 8.PAR.3.5 | No Arkansas or Arizona twin by meaning (candidates offered: Arizona 8.EE.C.7 PARTIAL, Arkansas 8.ALG.2 PARTIAL) → Georgia: NOT COVERED | Georgia asks for equations and inequalities with coefficients represented by letters. The candidate rows were PARTIAL on number-coefficient solving. No grades 6-8 item has a letter coefficient, and explaining a solution in context appears only in Writing Coach prompts about number-coefficient equations. |
| 8.PAR.4.1 | Arizona twin (by meaning): 8.EE.B.6 PARTIAL → Georgia: NOT COVERED | Arizona 8.EE.B.6 has two halves, and it was PARTIAL because the slope-triangle half is recognized at functions Level 5. Georgia keeps only the derive sentence (use y = mx to derive y = mx + b), which Arizona's note says no item practices. Missouri 8.EEI.B.6b, the derive sentence on its own, is NOT COVERED on the same items. |
| 8.PAR.4.2 | No Arkansas or Arizona grades 6-8 twin by meaning (candidate offered: Arizona 8.EE.C.8 PARTIAL, systems of equations) → Georgia: NOT COVERED | Georgia asks the child to show and explain that a graph is the set of all solutions of its equation. Arizona 8.EE.C.8 is about systems, and its partial credit comes from solving systems and reading their crossing point, which Georgia places in 8.FGR.7. No item tests whether a point is a solution of one equation; the idea appears only in explanations and Writing Coach prompts. |
| 8.FGR.5.2 | Arizona twin (by meaning): 8.F.B.5 PARTIAL; Arkansas twin 8.FN.9 NOT COVERED (the sketch sentence alone) → Georgia: PARTIAL | Georgia joins two sentences: identify linear and nonlinear functions within realistic situations, and sketch a graph from a verbal description. The sketch sentence is still unpracticed, which is all Arkansas 8.FN.9 asks, so that twin is NOT COVERED. Telling linear from nonlinear is practiced on bare three-row tables and two fixed drawn graphs at functions Level 3 (the evidence behind Arizona 8.F.A.3 and Arkansas 8.FN.5), so the Georgia row sits at PARTIAL, with the realistic-situations, describe and sketch clauses named. |
| 8.FGR.5.3 | No Arizona or Arkansas grades 6-8 twin (domain of a linear function) → Georgia: NOT COVERED | Judged fresh. No item mentions a domain or asks which inputs a linear function or its situation allows. The savings x-intercept item at functions Level 4 is the nearest practice and is named in the row. |
| 8.FGR.5.5 | Arizona twin (by meaning): 8.F.A.3 PARTIAL → Georgia: NOT COVERED | Arizona 8.F.A.3 reached PARTIAL on its linear-or-not table and graph items; its blocking clause was 'Interpret the equation y = mx + b as defining a linear function whose graph is a straight line'. Georgia's expectation is only that clause, widened to writing and explaining three forms (slope-intercept, standard, point-slope). No item has the child write any of them, standard and point-slope forms never appear, and the slope-intercept form is only read by choice in the kayak and how-many-solutions items. The linear-or-not practice is counted under Georgia 8.FGR.5.2 instead. |
| 8.FGR.5.6 | No Arizona or Arkansas grades 6-8 twin (GaDOE links the parent standard to MGSE9-12.F.IF.8; nearest by idea: Arizona 7.EE.A.2 PARTIAL) → Georgia: NOT COVERED | Arizona 7.EE.A.2 was PARTIAL on a Grade 7 item where the prompt prints a + 0.05a = 1.05a and the child picks what the rewritten form reveals. Georgia asks the child to write a linear function in equivalent forms to reveal its properties. That item prints the rewritten form, treats it as an expression rather than a function, and asks no property of a function, so under the under-claim rule it is named as the nearest practice and not counted. |
| 8.FGR.5.9 | No close twin (nearest: Arizona 8.F.A.3 PARTIAL; Arkansas 8.ALG.3 PARTIAL for the graphing evidence) → Georgia: PARTIAL | Judged fresh against the generator source. The child graphs lines on the tap grid from listed points (functions Level 5; systems at equations Level 9) and picks their rise per step, y-axis crossing or crossing point. No line is graphed from an algebraic form the child must work from, only y = mx + b ever appears, and no graphed line describes a situation. |
| 8.FGR.6.4 | No close twin (nearest: Arizona 8.SP.A.2 PARTIAL; Arizona 8.SP.A.3 PARTIAL) → Georgia: PARTIAL | Judged fresh. The model-line form at Data & Statistics Level 8 has the child draw an informal conclusion, by choice, from a scatter plot with a line of fit. No item has the child choose a display, pose or answer a statistical investigative question, or judge whether a study is unbiased. |
| 8.FGR.7.5 | No Arizona or Arkansas grades 6-8 twin (GaDOE links the parent standard to MGSE9-12.G.GPE.5) → Georgia: PARTIAL | Judged fresh. The how-many-solutions form at equations Level 9 has the child compare two printed y = mx + b equations and pick parallel (no solution), the same line, or crossing. No item creates an equation of a line, and perpendicular lines never occur in grades 6-8. |
| 8.GSR.8.1 | Arizona twin (by meaning): 8.G.B.6 FULL; Arkansas twin 8.GM.3 PARTIAL → Georgia: PARTIAL | Arizona's verb is 'understand a proof', which the squares-proof choice item and the converse item met. Georgia asks the child to explain a proof of the theorem and its converse using visual models, as Arkansas's 'model or explain' does. The child only picks the last step of one proof described in words, no visual model is drawn, and no proof of the converse is shown or asked. |
| 8.GSR.8.2 | Arkansas twin (by meaning): 8.GM.4 FULL; Arizona twin 8.G.B.7 PARTIAL → Georgia: PARTIAL | Arkansas asks only to apply the theorem to find unknown side lengths, and geometry Level 10 does exactly that. Georgia adds 'within authentic, mathematical problems in two and three dimensions', as Arizona does. Every item is a bare triangle with no setting, and no item applies the theorem in three dimensions. |
| 8.GSR.8.3 | Arizona twin (by meaning): 8.G.B.8 FULL; Arkansas twin 8.GM.5 FULL → Georgia: PARTIAL | Both twins ask only to find the distance between two points with the theorem, which the geometry Level 10 coordinate-distance item does. Georgia adds 'in practical, mathematical problems'. Every item is a bare pair of points with no setting, so the practical part is not practiced. The row is held at PARTIAL under the under-claim rule. |
| 6.P.EICC.1 | No Arkansas or Arizona row says the same thing; nearest candidates: Arkansas 6.RC.4.RF PARTIAL, Arizona 6.RL.10 PARTIAL → Georgia: NOT COVERED | Georgia's row is about reader and writer identity: goals, preferences, choosing texts, a community of readers and writers, and autonomy. The candidates were PARTIAL on showing comprehension and on reading Grade-6 stories independently, which Georgia credits under 6.P.EICC.2 and 6.P.EICC.3 instead. Writing Coach topic choice inside a fixed prompt and self-reported My Bookshelf logs are not counted as the child selecting texts, so nothing is left to practise this row. Under-claimed where unsure. |
| 6.P.AC.1 | Arizona candidate (not a twin by meaning): 6.RL.5 FULL → Georgia: PARTIAL | Arizona 6.RL.5 asks only how a sentence fits a story's structure, which three Grade-6 story items meet. Georgia's row asks for that across four craft areas, including sentence structure and syntax, with an explanation or evaluation of the effect on the target audience. No item asks about syntax or audience, and every answer is chosen. |
| 6.T.T.1 | Arkansas twin (by meaning): 6.RC.6.RL FULL; Arizona candidate 6.RL.5 FULL → Georgia: PARTIAL | The Arkansas and Arizona rows asked only how story structure develops setting, plot or theme, and were FULL on three Grade-6 story items. Georgia's narrative-techniques row adds plot pacing (b), multiple themes shaped by character relationships (c), comparing literary texts across genres (d) and applying techniques in writing (e). No reading item asks about pacing, multiple themes or a cross-genre literary comparison, and the writing half is Writing Coach only. |
| 6.T.T.4 | Arkansas twin (by meaning): 6.V.6 PARTIAL (figurative language in context) → Georgia: NOT COVERED | Arkansas 6.V.6 asks for figurative language in context, which three Grade-6 prose items practise. Georgia's row is poetic technique in poetry (stanzas, rhyme scheme, sound devices) and writing poetry. No Grade-6 passage is a poem and no prompt asks for one; the prose simile item is credited to 6.T.SS.2 and 6.P.AC.1 and not stretched here. |
| 6.T.PM.1 | Arkansas twin (by meaning): 6.RC.10.RL PARTIAL (theme in world literature through 1450) → Georgia: NOT COVERED | Arkansas 6.RC.10.RL stayed PARTIAL because it also asks the child to identify a theme, which one Grade-6 story item practises. Georgia's row has no separate theme clause: it asks for adapted myths and stories and for literature from a particular period, and no Grade-6 passage is either. |
| 6.L.GC.2 | Arkansas twin (by meaning): 6.W.6.P NOT COVERED; Arizona candidate 6.L.3 PARTIAL → Georgia: NOT COVERED | Same verdict as the Arkansas sentence-variety twin. Arizona 6.L.3 was PARTIAL only because it also asks for a consistent style and tone, which two Writing Coach rubric lines grade. Georgia's syntax row has no style clause: it asks for sentence types, consistent verb tense, active voice, subject-verb agreement and modifiers, none of which any Grade-6 item or rubric line asks for. |
| 6.P.CP.2 | Arkansas twins (by meaning): 6.CC.15.P NOT COVERED, 6.CC.9.P NOT COVERED; Arkansas candidate 6.W.8.P PARTIAL → Georgia: NOT COVERED | The presentation twins are not practised, and Georgia's row is presentation: speaking to an audience, tone, pace and gestures, audience questions, and recitation. The writing candidate 6.W.8.P was PARTIAL on Writing Coach paragraphs, which are writing, not a presentation. |
| 6.T.RA.2 | Arizona twin (by meaning): 6.W.8 NOT COVERED; Arkansas candidate 6.W.1.S PARTIAL → Georgia: NOT COVERED | Same verdict as the Arizona sources row. Arkansas 6.W.1.S was PARTIAL on writing an argument, which Georgia credits under 6.T.T.3; its blocked clause, 'Support claims with credible sources', is exactly what this Georgia row asks for and is not practised. |
| 6.P.EICC.1 | 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 note now says one of twelve app-chosen passages (was seven). Verdict unchanged (NOT COVERED). |
| 6.P.EICC.2 | 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 lists all twelve Grade-6 passages (was seven) and the note names what the child now reads; the purposes and connections credited are unchanged. Verdict unchanged (PARTIAL). |
| 6.P.EICC.3 | 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 short passages (were seven); the summary sentence gives its passages as examples, because 'Enough of Each' and 'Books on Horseback' now carry summary items too (not added as evidence here). Verdict unchanged (PARTIAL). |
| 6.P.CP.2 | 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 now say twelve Grade-6 reading passages (were seven); none of the new five is a poem or a speech. Verdict unchanged (NOT COVERED). |
| 6.T.T.4 | 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 passages (were seven); none of the new five is a poem. Verdict unchanged (NOT COVERED). |
| 6.T.PM.1 | 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 passages (were seven); none of the new five is a myth, a retold traditional story or a work from an earlier period. Verdict unchanged (NOT COVERED). |
| 6.P.ST.1 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The four cited context items come up about one Grade-6 reading question in ten (was one in six), measured with the real session builder over 60,000 reading questions per language (1 in 10.0 in English and in Spanish; exact 9.6); 'Books on Horseback' is named and not credited. Verdict unchanged (PARTIAL). |
| 6.P.AC.1 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The five element items and the figure item are the audited ones; three new element items and the dough that 'answers' are named and not credited. Verdict unchanged (PARTIAL). |
| 6.P.AC.3 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: A second passage pair, 'Two Ways to Hear a Whisper', is named and not credited. Verdict unchanged (PARTIAL). |
| 6.L.GC.1 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Generator, forms and note: twelve fixed punctuation sentences (were four) and twelve pronoun items (were four); the cited items are unchanged. Verdict unchanged (PARTIAL). |
| 6.L.GC.2 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Twelve fixed sentences (were four). Verdict unchanged (NOT COVERED). |
| 6.L.V.1 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Two audited words met in reading, plus 'carotenoids' and 'donated', named and not credited. Verdict unchanged (PARTIAL). |
| 6.L.V.3 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Three audited context items, plus 'carotenoids', 'donated' and the dough that 'answers', named and not credited. Verdict unchanged (PARTIAL). |
| 6.T.C.1 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The purpose item is no longer called the only one, because 'Two Ways to Hear a Whisper' asks the same question (named, not credited); it also compares two texts, so the stated reason still holds. Verdict unchanged (PARTIAL). |
| 6.T.C.2 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The four cited context items come up about one Grade-6 reading question in ten (was one in six), measured with the real session builder over 60,000 reading questions per language (1 in 10.0 in English and in Spanish; exact 9.6); the new rebuttal item on 'Every School Needs a Garden' touches the stated reason, so the row stays PARTIAL until the two-auditor re-check. Verdict unchanged (PARTIAL). |
| 6.T.SS.1 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The five structure items are the audited ones; three new ones are named and not credited. Verdict unchanged (PARTIAL). |
| 6.T.SS.2 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: A third figure-meaning item (the dough that 'answers') and a second tone item ('Two Ways to Hear a Whisper') are named and not credited. Verdict unchanged (PARTIAL). |
| 6.T.T.1 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Theme is no longer said to be asked once and the storm pair is no longer called the only paired texts, because 'Enough of Each' and 'Two Ways to Hear a Whisper' were added (named, not credited); the stated reason (pacing) is unchanged. Verdict unchanged (PARTIAL). |
| 6.T.T.2 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The octopus passage is given as an example, because 'The Color Underneath' and 'Books on Horseback' ask central idea, detail and summary items too, and a second pair, 'Two Ways to Hear a Whisper', now exists (all named, not credited). Verdict unchanged (PARTIAL). |
| 6.T.T.3 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: A second argument passage, 'Every School Needs a Garden', now exists with an item on how its author answers an objection (named, not credited); because it touches the stated reason, the row stays PARTIAL until the two-auditor re-check. Verdict unchanged (PARTIAL). |
| 6.L.GC.1 | NOTE-ONLY | Note refresh (pronoun items), 31 Oct 2026: skill 45 says the child never corrected a vague pronoun at audit, and the item added on 31 Oct 2026 that asks the child to choose the corrected sentence ('Which revision fixes the UNCLEAR pronoun?') is named and not credited. Verdict unchanged (PARTIAL). |
Some verbs in the standards cannot be honestly assessed by an app, and we do not pretend otherwise: conducting real surveys, experiments, or simulations (we assess the design-judgment half); freehand drawing and construction; and speaking & listening as spoken practice (taking part in a discussion, presenting, listening to a speaker). Codes built on those verbs appear above as NOT COVERED or with the limitation named in their notes.