Generated 2026-11-02 · State: LA · 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 Louisiana are published separately: K–5 · all reports. No Louisiana grades 9–12 report is published yet, and we claim no Louisiana alignment for those grades.
📅 Which Louisiana standards this report uses. These are Louisiana's 2016 standards: the Louisiana Student Standards for Mathematics (K–8; LDOE's posted version, corrected 15 July 2019) and for English Language Arts (K–12; revised 8 March 2019), the standards in effect through the 2026–27 school year. Louisiana's revised K–12 English Language Arts standards (2026) take effect in the 2027–28 school year; from then, the Grade 6 ELA verdicts on this page describe the outgoing standards until we rebuild them against the new document. This page makes no claim about any future Louisiana mathematics standards: the mathematics rows are the 2016 standards LDOE posted when we downloaded them on 25 Oct 2026.
| Code | Verdict | Evidence (generator · forms) | Notes |
|---|---|---|---|
| 6.G.A.1 | PARTIAL | geometrySaplingQ L6 (forms 0-2: triangle, parallelogram, trapezoid) + L7 (L-shape by subtraction, kite from its diagonals) Geometry L6: 'A triangle has base 8 cm and height 5 cm. What is its area?'; 'A parallelogram has base 9 m and height 4 m. What is its area?'; 'A trapezoid has bases 6 and 10 units and height 4. What is its area?'. Geometry L7: 'An L-shaped figure is a 9 × 7 rectangle with a 3 × 2 corner missing. What is its area?'; 'A kite has diagonals of 8 and 10 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 |
Louisiana asks the child to find the area of right triangles, other triangles, special quadrilaterals and polygons by composing them into rectangles or decomposing them into triangles and other shapes, and to use these techniques on real-world and mathematical problems. Geometry levels 6-7 ask for the area of a triangle from its base and height, a parallelogram, a trapezoid, a kite from its two diagonals, and an L-shaped figure described as a rectangle with a corner missing, which the child finds by subtracting the corner. The explanations build each formula by composing or decomposing: the parallelogram's end triangle slides across to make a rectangle, a triangle is half a parallelogram, the kite's four triangles fill half a rectangle, and the L-shape is the whole rectangle minus the corner. Every area is picked from three choices, in English and Spanish. Not practiced: 'apply these techniques in the context of solving real-world ... problems'. Every item is a bare shape labeled cm, m or 'units', so only the mathematical half is practiced. Also limited: no figure is drawn, the L-shape prompt states its own decomposition, so the child never chooses how to split a shape, and the triangle item never names a right triangle (its base-and-height formula covers one). PARTIAL. (26OCT2026 Louisiana build) Blocking clause: apply these techniques in the context of solving real-world ... problems |
| 6.G.A.2 | PARTIAL | volumeSaplingQ L4 (V = l × w × h with one n.5 edge, picked from three) + L5 (V = Bh with an n.5 height: typed on the number pad in interactive rounds, picked from three in plain rounds) Volume L4: 'A right rectangular prism measures 4 × 3 × 2.5 units. What is its volume?' (l = 2, 4, 6 or 8; w = 2 to 6; h = 1.5, 2.5 or 3.5), picked from three. Volume L5: 'A prism's base has area B = 14 cm² and its height is 3.5 cm. Use V = Bh. What is the volume, in cubic centimeters?' (B = 6 to 24, h = 2.5 to 5.5), typed on the number pad in interactive rounds; on paper, in the placement check and in Duel the same item is picked from three. English and Spanish. ▶ Play a live item from this skill |
Louisiana asks the child to find the volume of a right rectangular prism with fractional edges by packing it with unit-fraction cubes, to show that this matches multiplying the edge lengths, and to apply V = l w h and V = b h to such prisms in real-world and mathematical problems. Both formulas are practiced at the Grade 6 Volume levels, in English and Spanish. Level 4 uses V = l × w × h with one edge of n.5 units, and the explanation reads the half unit as half a layer; the volume is picked from three. Level 5 gives the base area B and an n.5 height and says 'Use V = Bh'; in interactive rounds the child types the volume on the number pad with no choices on screen. Not practiced: 'by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism'. No item packs a prism with unit-fraction cubes; cube packing appears only at Volume levels 1-3 (Grade 5), with whole unit cubes. No prism is set in a real-world context, so 'in the context of solving real-world ... problems' is practiced only for bare prisms. The fractional edge is always exactly one half, and it is always the height. Where the V = Bh item keeps three choices (paper, the placement check, Duel), the choices still give the answer away to a determined guesser: how many choices end in .5, read together with which two choices sit closer, finds the answer in about 81% of deals (chance 33%), as the generator's own comment records. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism |
| 6.G.A.3 | PARTIAL | coordinateSaplingQ L5 (plot-rectangle tap-grid item with its same-second-coordinate side-length follow-up, interactive rounds only; same-first-coordinate two-point distance, picked from three) In about half of interactive Level 5 deals: 'Draw the rectangle on the plane — plot its four vertices: (2, 1), (5, 1), (5, 4), (2, 4).' The child taps the four points on a 0-9 grid, then answers 'Now read YOUR shape: how long is the side from (2, 1) to (5, 1)?', picked from three. Otherwise: 'What is the distance between (−3, 5) and (−3, −2)?', picked from three. English and Spanish. ▶ Play a live item from this skill |
Louisiana asks the child to draw polygons in the coordinate plane from the coordinates of their vertices, to use coordinates to find the length of a side joining points with the same first or the same second coordinate, and to apply this to real-world and mathematical problems. Coordinate-grid level 5 deals two items. In about half of its interactive questions the child plots a rectangle's four given vertices on a tap grid and then picks the length of its bottom side from the two vertices that share a second coordinate; the explanation writes it as |5 − 2| = 3. The other item asks for the distance between two bare points that share a first coordinate and sit on opposite sides of the x-axis. So the side-length clause is practiced for the same-second-coordinate case on a plotted rectangle, and for the same-first-coordinate case only between two bare points, never as the side of a polygon. Practiced only in part: 'Draw polygons in the coordinate plane given coordinates for the vertices'. The polygon is always a rectangle, the grid runs 0 to 9 on both axes (first quadrant only), the child taps the vertices but never draws the sides, and in plain rounds (paper, the placement check, Duel) the rectangle item is never dealt, so only the two-point distance item appears. Not practiced: 'Apply these techniques in the context of solving real-world ... problems'; no item has a real-world setting. PARTIAL. (26OCT2026 Louisiana build) (26OCT2026 audit: corrected the plain-round claim: coordinateSaplingQ gates the rectangle on rollInteractive(5), so paper, the placement check and Duel deal only the two-point distance item, not the rectangle's follow-up question. Verdict unchanged.) Blocking clause: Draw polygons in the coordinate plane given coordinates for the vertices ... Apply these techniques in the context of solving real-world and mathematical problems. |
| 6.G.A.4 | PARTIAL | geometrySaplingQ L8 (saKind 0 cube-net surface area, or in some interactive deals the cube-net picker; saKind 1 rectangular-prism-net surface area; saKind 2 soup-can cylinder by formula, no net) '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?'; in about 4 of 10 interactive cube items, 'Which of these nets folds into a CUBE?' over three drawn nets (a cross of six squares, a T of five, a 2 × 3 block); 'A soup can has radius 3 and height 5. What is its surface area, in terms of π?'. All picked from three, in English and Spanish. ▶ Play a live item from this skill |
Louisiana asks the child to represent three-dimensional figures with nets made of rectangles and triangles, to use the nets to find surface area, and to apply this to real-world and mathematical problems. Geometry level 8 finds surface area from a net described in words: six equal squares for a cube, and three pairs of rectangles for a rectangular prism (the explanation adds the three pairs and names forgetting the 2 and confusing surface area with volume). In some interactive cube items the child instead sees three drawn nets and picks the one that folds into a cube; the answer is always the cross. All answers are picked from three, in English and Spanish. Not practiced: 'Represent three-dimensional figures using nets made up of rectangles and triangles'. The child never builds or draws a net, no net contains a triangle (no pyramid or triangular prism appears), and the surface-area nets are given in words, not drawn. The only real-world surface-area item is a soup can, a cylinder worked by formula without a net, so the real-world part of 'Apply these techniques in the context of solving real-world and mathematical problems' is not practiced for nets. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Represent three-dimensional figures using nets made up of rectangles and triangles |
| 6.RP.A.1 | PARTIAL | ratiosSaplingQ L5 kind 0 (part-to-part ratio) + kind 2 (equivalent ratio) + kind 1 (missing value in an equivalent-ratio table). Writing Coach xp-ratio-language (not counted) 'In a group of 13, there are 5 dogs and 8 cats. What is the ratio of dogs to cats?': the key is 5:8, the wrong choices 5:13 (part-to-whole) and 8:5 (order flipped). 'Which ratio is equivalent to 3:5?': key 6:10, beside 6:12 and 5:3. All picked from three, in English and Spanish. ▶ Play a live item from this skill |
Louisiana asks the child to understand the concept of a ratio and to use ratio language to describe a ratio relationship, as in 'for every 2 wings there was 1 beak'. At Ratios Level 5 the child picks the part-to-part ratio a:b over the part-to-whole and reversed ratios (the explanation says the question asks part-to-part and that order matters), picks an equivalent ratio ('Multiply BOTH sides'), and finds a missing value in a table of equivalent ratios ('Tables of equivalent ratios multiply — they do not add'). That is the concept of a ratio, in English and Spanish. Not practiced: 'use ratio language to describe a ratio relationship between two quantities'. Every answer is notation (5:8) or a number; no choice is a sentence such as 'for every 5 dogs there are 8 cats', and the child never writes one. The Level 7 recipe item uses 'for every' only in its question. With the district-enabled Writing Coach, Level 5 can deal a prompt asking for ratio-language sentences; this report does not count Writing Coach. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: use ratio language to describe a ratio relationship between two quantities |
| 6.RP.A.2 | PARTIAL | ratiosSaplingQ L6 kinds 0-2 (price per notebook; train unit rate, typed on the number pad in about 6 of 10 interactive train items; better buy). complexRateQ (about 1 in 4 of L6) is not counted here: Louisiana's footnote limits Grade 6 unit rates to non-complex fractions. Writing Coach xp-unit-rate (not counted) '4 notebooks cost $10.00. What is the price per notebook?' (picked); 'A train travels 150 miles in 3 hours at a steady speed. What is its unit rate, in miles per hour?' (typed in about 6 of 10 interactive train items, otherwise picked as '50 miles per hour' beside two other 'miles per hour' amounts); 'Which is the better buy? A: 12 oz for $3.60. B: 16 oz for $4.80.' with the options 'package A', 'package B' and 'they cost the same per ounce'. ▶ Play a live item from this skill |
Louisiana asks the child to understand the unit rate a/b that goes with a ratio a:b and to use rate language in the context of a ratio relationship, as in '3/4 cup of flour for each cup of sugar' or '$5 per hamburger'; its footnote limits Grade 6 unit rates to non-complex fractions. Ratios Level 6 has the child find unit rates three ways, in English and Spanish: the price per notebook, a steady-speed rate in miles per hour, and the better buy, where the child works out both per-ounce prices (either package can be the cheaper one, and in about a third of deals they cost the same). The explanations say '"Per notebook" means for ONE' and that 'per' signals division, which is the a/b-for-a:b idea. Every unit rate found is a whole number or a money amount; none is a fraction such as 3/4 cup per cup. Not practiced: 'use rate language in the context of a ratio relationship'. The child reads 'per' in the questions but never says, writes or chooses a rate-language sentence; in the picked train item all three choices end in 'miles per hour'. A Writing Coach prompt asks the child to explain a unit rate; it is not counted. About one Level 6 question in four is a complex-fraction unit rate typed with the / key; Louisiana's footnote puts complex fractions outside Grade 6 unit-rate expectations, so those items are not counted here. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: use rate language in the context of a ratio relationship |
| 6.RP.A.3 | PARTIAL | ratiosSaplingQ L5 kinds 1-2 (missing value in a printed table; in interactive rounds about half of kind 1 instead plots the table's pairs on the tap grid), L6 kinds 0-2 (unit pricing, constant speed, better buy), L7 kinds 0-2 (inches → feet, hours → minutes, recipe scaling); percentsSaplingQ L5 (p% of n) + L6 (the whole from a part and a percent; the percent from a part and a whole) 3a: 'A table of equivalent ratios shows: 2 lemons → 6 oz, 3 lemons → ? oz, 5 lemons → 15 oz. Find the missing value.' (picked); in interactive rounds, 'Table of equivalent ratios — lemons → ounces: 1 → 3, 2 → 6, 3 → 9. Plot the pairs (lemons, ounces).', tapped onto a grid, then 'What does the pattern of points show?' (picked). 3b: '4 notebooks cost $10.00. What is the price per notebook?'; 'A train travels 150 miles in 3 hours at a steady speed. What is its unit rate, in miles per hour?' (typed in about 6 of 10 interactive train items). 3c: 'What is 35% of 120?'; '24 is 40% of a number. What is the number?'; 'In a class of 40, 30 students carry a backpack. What percent is that?'. 3d: 'Convert 78 inches to feet. (12 inches = 1 foot)'; 'A movie lasts 2.5 hours. How many minutes is that?'. Also '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?'. Apart from the typed and plotted items, every answer is picked from three, in English and Spanish. ▶ Play a live item from this skill |
Louisiana keeps parts a-d inside this row, so it is FULL only if every part is practiced. Solving with ratio and rate reasoning runs across Ratios levels 5-7; the tables, tape diagrams, double number lines and equations in the 'e.g.' list are examples, and the app uses tables and calculation. 6.RP.A.3a, in part: at Level 5 the child finds the missing value in a printed table of equivalent ratios, and in about one interactive Level 5 question in six the child taps three pairs from a printed table onto the coordinate grid and then picks what the pattern shows ('the points make a straight line through (0, 0)'); the rate is 2 or 3, so every pair fits the grid. Not practiced: the child never makes a table (every table is printed), and no item uses tables to compare two ratios; the better-buy item compares two unit prices instead. 6.RP.A.3b: Level 6 covers unit pricing and constant speed, and the better buy. 6.RP.A.3c: Percents Level 5 finds p% of n as p/100 × n ('35% means 35 for every 100'), and Level 6 finds the whole from a part and a percent, and the percent from a part and a whole. Weakness: at Level 5 one wrong choice is usually ten times the key (the p/10 slip), so 'take the smaller of that pair' often finds the answer. 6.RP.A.3d: Level 7 converts inches to feet (÷ 12, including half feet) and hours to minutes (× 60, with the '.5 hours = 50 minutes' trap); Level 6 finds each rate in the unit the question names (miles per hour, per ounce), and the explanation says miles per hour means miles ÷ hours, not the other way around. Only those two conversion pairs appear at this grade. PARTIAL on 6.RP.A.3a: 'Make tables of equivalent ratios' and 'Use tables to compare ratios.' (26OCT2026 Louisiana build) Blocking clause: Make tables of equivalent ratios relating quantities with whole-number measurements ... Use tables to compare ratios. |
| 6.NS.A.1 | PARTIAL | fractionsSaplingQ L6 forms 0-2 (the meaning of a quotient) + L7 forms 0-2 (unit-fraction quotient, chocolate word problem, which-expression check); ratiosSaplingQ L6 complexRateQ (a/b ÷ c/d unit-rate word problems typed with the / key, about 1 in 4 of L6). Writing Coach xp-fraction-quotient (not counted) Fractions L6, 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?'. Fractions L7, picked from three: '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?'. Ratios L6, 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?'. ▶ Play a live item from this skill |
Louisiana asks the child to interpret and compute quotients of fractions and to solve word problems that divide a fraction by a fraction. Visual fraction models and equations are given as an 'e.g.', and the story-context and explain-by-multiplication tasks as examples, so none of those is required here. Fractions level 6 gives fraction division its meanings, all picked from three, in English and Spanish: how many 1/d-cup servings fit in w cups, 1/d of a pan shared among w friends, and how many times 1/d fits into a/d. Fractions level 7 computes 1/b ÷ 1/(bk), solves a word problem that cuts a/b of a pound of chocolate into 1/d-pound pieces, and asks which expression equals a/b ÷ c/d (invert only the divisor). About one Ratios & Rates level-6 question in four is a word problem 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 is usually a fraction. Computing and word problems are practiced. Not practiced in full: 'Interpret ... quotients of fractions'. Every quotient the child interprets has a unit-fraction or whole-number divisor and comes out as a whole number or a unit fraction. No item asks what a quotient such as 2/3 ÷ 3/4 = 8/9 means (8/9 of a 3/4-cup serving), and a quotient below 1 from dividing by a larger fraction is never interpreted. Outside the Ratios unit rates, which Louisiana's footnote to 6.RP.A.2 keeps out of Grade 6 unit-rate expectations, a non-unit divisor appears only in the which-expression check. A written explanation of a quotient comes only through the district-enabled Writing Coach, which this report does not count. Held at PARTIAL as an under-claim. (26OCT2026 Louisiana build) Blocking clause: Interpret ... quotients of fractions |
| 6.NS.B.2 | PARTIAL | divisionSaplingQ L6 (bare) + L7 (packing word problem), with the session's 40% number-pad conversion for the division skill Division L6: '672 ÷ 24 = ?' (dividends 132 to 1,218, two-digit divisors 12 to 29). Division L7: 'A factory packs 1560 pencils into boxes of 24. How many boxes does it fill?' (boxes of 12 to 35, dividends 480 to 3,465). Every quotient is exact. In interactive rounds about 2 answers in 5 are typed on a number pad; the rest are picked from three, in English and Spanish. ▶ Play a live item from this skill |
Louisiana asks for fluent division of multi-digit numbers using the standard algorithm. Division levels 6-7 divide multi-digit whole numbers, in English and Spanish: Level 6 a bare 3- or 4-digit dividend (132 to 1,218) by a 2-digit divisor (12 to 29), and Level 7 a packing word problem with dividends from 480 to 3,465 and boxes of 12 to 35. In practice sessions about two answers in five are typed on the number pad, so the child produces the quotient with no choices on screen; the rest are picked from three. The explanations teach checking with the inverse multiplication and estimating the number of digits first. Not practiced: 'using the standard algorithm'. Only the final quotient is checked. No item has the child carry out or show a step of long division (a partial quotient, a product to subtract, a digit brought down), and no Grade 6 widget takes those steps; the long-division items in the app are Grade 7 decimal expansions. This report reads the same clause the same way in Louisiana's 4.NBT.B.4 and 5.NBT.B.5 rows, where 'using the standard algorithm' is not practiced because only the answer is checked. Also limited: 'Fluently' is inferred from correct answers, not timed; every division comes out even (no remainders); and on paper, in the placement check and in Duel every item is picked from three, where the Level 6 wrong choices sit next to the key, so checking which choice times the divisor ends in the dividend's last digit often finds it without dividing. Kansas 6.NS.2 and Arizona 6.NS.B.2 were marked FULL on these same items; this Louisiana row is held at PARTIAL to match Louisiana's own K-5 rows, an under-claim. PARTIAL. (26OCT2026 Louisiana build) (26OCT2026 audit: moved from FULL to PARTIAL on 'using the standard algorithm'.) Blocking clause: using the standard algorithm |
| 6.NS.B.3 | PARTIAL | decimalsSaplingQ L6 (add/subtract hundredths) + L7 (tenths × tenths; a tenths dividend ÷ a single-digit tenth) Decimals L6: '4.37 + 2.15 = ?' or '6.82 − 3.47 = ?' (numbers from 1.05 to 8.49). Decimals L7: '0.4 × 0.7 = ?'; '5.6 ÷ 0.8 = ?' (always a whole-number quotient). All picked from three, in English and Spanish. ▶ Play a live item from this skill |
Louisiana asks for fluent addition, subtraction, multiplication and division of multi-digit decimals with the standard algorithm for each. Decimals level 6 adds and subtracts two numbers in hundredths (from 1.05 to 8.49), and the explanation says to line up the decimal points. Decimals level 7 multiplies a single-digit tenth by a single-digit tenth ('0.4 × 0.7 = ?', 'count the decimal places of BOTH factors') and divides a tenths dividend of at most two digits by a single-digit tenth ('5.6 ÷ 0.8 = ?'), where the quotient is always a whole number. Every answer is picked from three, in English and Spanish. Not practiced: 'multiply, and divide multi-digit decimals'. Multiplication and division never reach multi-digit decimals. In the addition and subtraction items every wrong choice sits exactly 0.10 or 1.00 from the answer, so working out the tenths and ones digits alone is enough to pick it. Decimals is not a typed skill, so nothing is produced, and fluency is not timed. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: multiply, and divide multi-digit decimals |
| 6.NS.B.4 | PARTIAL | factorsSaplingQ L5 (GCF) + L6 (LCM; distributive rewrite of a sum, picked), with the session's 40% number-pad conversion for the factors skill Factors L5: 'What is the greatest common factor (GCF) of 36 and 48?' (the GCF is 4, 6, 8, 9 or 12; both numbers at most 84). Factors L6: 'What is the least common multiple (LCM) of 6 and 8?' (pairs from 4, 6, 8, 9, 10, 12); 'Use the distributive property: 18 + 24 = ?', with the key 6(3 + 4) beside 6(18 + 24) and 3(6 + 4). In interactive rounds about 2 GCF or LCM answers in 5 are typed; the rewrite is always picked. English and Spanish. ▶ Play a live item from this skill |
Louisiana asks for the GCF of two whole numbers up to 100, the LCM of two whole numbers up to 12, and the distributive rewrite of a sum, as in 36 + 8 = 4(9 + 2). Factors & Multiples level 5 asks for the GCF of two numbers built as g × m, where g is 4, 6, 8, 9 or 12 and both numbers are at most 84. Level 6 asks for the LCM of a pair drawn from 4, 6, 8, 9, 10 and 12, so both numbers are at most 12, inside Louisiana's limit. In interactive rounds about two GCF or LCM answers in five are typed on a number pad; the rest are picked from three. Level 6 also asks the child to choose the distributive rewrite of a sum (18 + 24 = 6(3 + 4)) over 6(18 + 24) and a wrong-factor form; the explanation pulls out the common factor and names the counted-twice slip. Practiced only as recognition: 'Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor'. The child never writes the rewrite, and the addends stay at 56 or below. The GCF asked is always 4, 6, 8, 9 or 12, so a GCF of 1, 2, 3 or above 12 never occurs. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. |
| 6.NS.C.5 | PARTIAL | integersQ L1 form 1 (temperature below zero); L4 form 0 (drone and diver around sea level) + form 1 (earn/spend: what 0 or the signs represent); L2 form 1 (overdrawn accounts). Writing Coach xp-zero-meaning (not counted) 'The temperature is 8 degrees BELOW zero. Which number represents it?' (for example −8, 8 and −18); '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?' (key 'neither earning nor spending — the starting point') or '…what do the SIGNS represent?' (key 'opposite directions away from that starting point'). All picked from three, in English and Spanish. ▶ Play a live item from this skill |
Louisiana asks the child to understand that positive and negative numbers describe quantities with opposite directions or values (temperature, elevation, credits and debits, electric charge), to use them to represent real-world quantities, and to explain the meaning of 0 in each situation. Integers levels 1 and 4 attach signs to real-world quantities, in English and Spanish: a temperature below zero, a diver below sea level beside a drone above it, and money earned (+) and spent (−), where the child picks either what 0 represents or what the signs represent ('opposite directions away from that starting point'). Level 2 orders two overdrawn bank accounts. Temperature, elevation and credits/debits all appear, so the 'understand' sentence is practiced by recognition. Not practiced: 'use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation'. The child only picks a signed number or a sentence from three and never types or writes one; choosing a sentence is not explaining. The meaning of 0 is asked only for money; the diver item states that sea level is 0 in its prompt, and no item asks what 0 means for a temperature. A written explanation of 0 comes only through the district-enabled Writing Coach, which this report does not count. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation |
| 6.NS.C.6 | PARTIAL | integersQ L1 forms 0 + 2 (opposite of v; where −n sits, answered in words); coordinateSaplingQ L4 (quadrant of a signed point; reflection of a first-quadrant point across the x-axis) + L5 (plot a rectangle's vertices on a 0-9 tap grid, interactive only); inequalitiesQ L3 raydraw (tap a whole-number boundary on a number line, interactive only) 'What is the opposite of −12?' (|v| from 2 to 19); 'On the number line, where is −6?' answered in words ('6 units LEFT of zero'); 'Which quadrant is the point (−3, 5) in?'; 'Which point is the reflection of (4, 2) across the x-axis?' (key (4, −2), beside (−4, 2) and (−4, −2)). All picked from three, in English and Spanish. In interactive rounds the child also taps four vertices onto a 0-9 grid and taps a whole-number boundary on a number line when graphing x > c. ▶ Play a live item from this skill |
Louisiana asks the child to understand a rational number as a point on the number line and to extend number lines and coordinate axes to negative numbers, with three parts. 6.NS.C.6a, in part: Integers level 1 asks for the opposite of a positive or negative integer, and the explanation places it on the other side of zero, the same distance away; Level 1 also asks where −n sits, answered in words. Not asked: the opposite of an opposite, written as −(−3) = 3, and that 0 is its own opposite (the number is always at least 2). 6.NS.C.6b, in part: Coordinate-grid level 4 asks which quadrant a signed point is in (all four quadrants occur; the two wrong quadrants are drawn at random) and asks for the reflection of a first-quadrant point across the x-axis. Not asked: points that differ in both signs (a reflection across both axes), or a reflection across the y-axis as the key; in the reflection item the answer is the only choice with a positive first coordinate. 6.NS.C.6c, only for whole numbers: 'Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.' The child positions pairs of whole numbers on the Coordinate-grid level 5 tap grid (a rectangle's four vertices, interactive rounds only) and taps a whole-number boundary from 2 to 10 on the inequality number line. No Grade 6 item has the child place a negative number on a line or on the plane: −n is located only in words, and the tap grid runs 0 to 9 on both axes. No non-integer rational number is placed. PARTIAL. (26OCT2026 Louisiana build) (26OCT2026 audit: 6.NS.C.6c restated from 'not practiced' to 'only for whole numbers': the level 5 tap grid does have the child position pairs of whole numbers, and the inequality ray a whole-number boundary; negatives and non-integers are still never placed. Verdict unchanged.) Blocking clause: Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. |
| 6.NS.C.7 | PARTIAL | integersQ L2 forms 0-1 (which of two negatives is less; typed order statement in about 4 of 10 interactive form-0 items; overdrawn accounts) + L3 forms 0-1 ('|v| = ?'; order-and-magnitude statement). Writing Coach xp-abs-value / xp-order-rationals (not counted) 'Which is LESS: −4 or −11?' (options −11, −4, 'they are equal'); in interactive rounds 'Write a TRUE comparison of −7 and −2 using < or >.' (typed; −7 < −2 or −2 > −7 both accepted); 'Ana's account reads −$25 and Beto's reads −$35. Who has LESS money?'; '|−16| = ?' (picked); 'Which statement is true about −30 and −20?' with the key '−30 < −20, and |−30| > |−20|'. English and Spanish. ▶ Play a live item from this skill |
Louisiana asks the child to understand ordering and absolute value of rational numbers, in four parts. 6.NS.C.7a is not practiced as asked: no number line is drawn and no item asks what a written inequality says about position; 'sits left of' appears only in the feedback. 6.NS.C.7b, in part: about one level-2 question in five has the child type a true comparison of two bare negative integers using < or >, and the child picks which of two overdrawn accounts holds less money. Not practiced: writing or explaining an order statement about a real-world quantity, such as −3 °C > −7 °C; the typed comparison is always two bare integers, and in the accounts item the right answer is always Beto, the larger debt. 6.NS.C.7c, in part: the child computes |v| ('|−16| = ?', picked from three), and the explanation calls absolute value the distance to zero. Not practiced: absolute value as the size of a real-world quantity, such as |−30| = 30 for a debt. 6.NS.C.7d: Level 3 has the child pick the true statement about −a and −b from order-and-magnitude pairs ('−30 < −20, and |−30| > |−20|'), and the explanation ties it to debt ('A $30 debt is less money AND more debt'); but the larger number is always named first, so the right answer always reads '<' then '>'. Only integers are ordered or given absolute values at these levels, so no other rational number is used. Written explanations come only through the district-enabled Writing Coach, which this report does not count. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram ... Write, interpret, and explain statements of order for rational numbers in real-world contexts ... interpret absolute value as magnitude for a positive or negative quantity in a real-world situation |
| 6.NS.C.8 | PARTIAL | coordinateSaplingQ L5 (same-first-coordinate distance across the x-axis, picked; plot-rectangle tap grid with its same-second-coordinate side length, interactive only) 'What is the distance between (−3, 5) and (−3, −2)?' (first coordinate from −8 to 8, one second coordinate positive and one negative), picked from three. In about half of interactive Level 5 deals the child plots a rectangle's four vertices on a 0-9 tap grid, then picks the length of its bottom side ('how long is the side from (2, 1) to (5, 1)?'). ▶ Play a live item from this skill |
Louisiana asks the child to solve real-world and mathematical problems by graphing points in all four quadrants, using coordinates and absolute value to find distances between points that share a first or a second coordinate. Coordinate-grid level 5 asks for the distance between two points that share a first 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 |5 − (−2)| = 5 + 2 and says crossing the axis adds both distances to zero. In about half of interactive questions the child instead plots a rectangle's four vertices and picks the length of its horizontal side. Not practiced: 'Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane.' The only graphing is on the 0-9 tap grid, so no point with a negative coordinate is ever plotted, and the two-point distance item is not graphed at all. No item has a real-world setting. Absolute value appears in the explanations, but no prompt asks the child to use it, and the same-second-coordinate case is asked only for the bottom side of a first-quadrant rectangle. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. |
| 6.EE.A.1 | PARTIAL | expressionsQ L2 branch 0 (b^e = ?, picked from three) '5^3 = ?' picked from three numbers (b from 2 to 5, e from 2 to 4, or 2 to 3 when b is 4 or 5); the planted wrong answers are b × e and b + e (the app's choice balancer sometimes swaps one for a near miss). The explanation writes the power out as 5 × 5 × 5. English and Spanish. ▶ Play a live item from this skill |
Louisiana asks the child to write and evaluate numerical expressions with whole-number exponents. At Expressions Level 2, in about half its items, the child evaluates a power such as 5^3 by picking 125 from three numbers; the explanation writes the power out as repeated factors and names multiplying base by exponent as the trap ('the exponent counts FACTORS, not addends'). Not practiced: 'Write ... numerical expressions involving whole-number exponents'. No Grade 6 item has the child write a power or an expression containing one. A power is chosen only outside Grade 6 ('How do you write 1,000 as a power of 10?' in Grade 5 Place Value, and the Grade 8 scientific-notation level), always from three. In Grade 6 each power is evaluated on its own, never inside a longer expression. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Write ... numerical expressions involving whole-number exponents |
| 6.EE.A.2 | PARTIAL | expressionsQ L3 (typed exprwrite:twice / exprwrite:tickets in about half of live deals; picked phrase and ticket-cost otherwise); expressionsQ L1 (picked 'Which of these is an EQUATION?' and 'what is the COEFFICIENT?'); expressionsQ L2 branch 1 (evaluate ax + b at x, number pad in about half of live deals); volumeSaplingQ L4 (V = l × w × h, picked) + L5 (V = Bh, typed in interactive rounds). Writing Coach xp-expression-parts (not counted) 2a, typed: 'Write the expression: "5 less than twice a number n".' (2n − 5; judged by equivalence, so 5 − 2n is refused) and 'Each ticket costs $4 and you pay a flat $3 for shipping. Write the expression for the cost of b tickets.' (4b + 3). Picked: 'Which expression says "5 less than twice a number"?'. 2b: 'In the expression 7x + 3, what is the COEFFICIENT?' (7 vs 3 vs 10). 2c: 'Evaluate 4x + 7 when x = 6.' (typed or picked); 'A right rectangular prism measures 4 × 3 × 2.5 units. What is its volume?'; 'A prism's base has area B = 14 cm² and its height is 3.5 cm. Use V = Bh…'. English and Spanish. ▶ Play a live item from this skill |
Louisiana asks the child to write, read and evaluate expressions in which letters stand for numbers, in three parts. 6.EE.A.2a is practiced: in about half of live Expressions Level 3 items the child types an expression from words ('5 less than twice a number n' → 2n − 5; four tickets' cost plus a flat fee → 4b + 3), judged by equivalence, and the other items have the child pick the matching expression. 6.EE.A.2b is practiced only for 'coefficient': Level 1 asks 'what is the COEFFICIENT?' (picked) and 'Which of these is an EQUATION?'. Sum, term, product and factor appear only in the Writing Coach prompt 'Describe the expression 4(x + 7) using math words', which this report does not count; quotient is never asked, and no item asks the child to view a part such as (8 + 7) as one entity. 6.EE.A.2c, in part: the child evaluates ax + b at a given x (typed on the number pad in about half of live Level 2 items; the explanation says multiply before adding) and evaluates the formulas V = l × w × h (picked) and V = Bh (typed in interactive rounds). Practiced only without exponents: 'Perform arithmetic operations, including those involving whole-number exponents, in the conventional order'. Evaluating ax + b multiplies before adding, and the Grade 5 Order of Operations skill orders ×, ÷, + and −, but no Grade 6 expression mixes an exponent with another operation, because b^e is always asked alone, and the Order of Operations skill has no exponents. PARTIAL on 6.EE.A.2b and 6.EE.A.2c. (26OCT2026 Louisiana build) (26OCT2026 audit: the order-of-operations clause restated as practised without exponents (expressionsQ L2 evaluates ax + b multiply-first; orderOpsQ has no powers), not as unpractised. Verdict unchanged.) Blocking clause: Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity ... Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). |
| 6.EE.A.3 | FULL | expressionsQ L4 (typed exprwrite:dist / exprwrite:combine in about half of live deals; picked 'Which expression is equivalent to a(x + b)?' and 'Combine like terms' otherwise and on paper) Typed: 'Write 4(x + 3) WITHOUT parentheses.' → 4x + 12 (any bracket refused, and so is the given form typed back); 'Write 5x + 2x with the like terms combined.' → 7x (one term only; the given form refused). Picked from three in plain rounds and in the other live items: 'Which expression is equivalent to 4(x + 3)?'; 'Combine like terms: 5x + 2x = ?'. Coefficients and constants are positive whole numbers. English and Spanish. ▶ Play a live item from this skill |
Louisiana asks the child to apply the properties of operations to generate equivalent expressions; its examples are 3(2 + x) → 6 + 3x, 24x + 18y → 6(4x + 3y) and y + y + y → 3y. In about half of live Expressions Level 4 items the child generates an equivalent expression by typing it, in English and Spanish. 'Write 4(x + 3) WITHOUT parentheses' must be answered with an expression equal to 4x + 12 that has no brackets (the move in Louisiana's first example), and typing the given form back is refused. 'Write 5x + 2x with the like terms combined' must be typed as one term, 7x, which is the distributive property run the other way (Louisiana's third example in spirit). Any equivalent answer in the asked-for form is accepted, so 12 + 4x counts. The other live Level 4 items, and every Level 4 item on paper, ask the same two tasks as a choice from three. Limits, stated openly: Louisiana's middle example, factoring 24x + 18y into 6(4x + 3y), is not practiced with letters (the nearest is choosing 18 + 24 = 6(3 + 4) at Factors Level 6); the examples illustrate the verb and are not clauses, and Kansas 6.EE.3, with the same three examples, is FULL. Two leniencies remain: 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. (26OCT2026 Louisiana build) (26OCT2026 audit: upheld FULL: expressionsQ L4 typed exprwrite:dist (noParens, notSame) and exprwrite:combine (maxTerms 1, notSame) in about half of live deals; Louisiana's one verb, generate equivalent expressions by applying properties, is produced, and the factoring example is an example, not a clause.) |
| 6.EE.A.4 | PARTIAL | expressionsQ L4 picked branches ('Which expression is equivalent to a(x + b)?'; 'Combine like terms: ax + bx = ?') 'Which expression is equivalent to 4(x + 3)?' → 4x + 12, beside two of five named slips (4x + 3, 7x, x + 12, 4x + 12x, 12x + 4). 'Combine like terms: 5x + 2x = ?' → 7x, beside 7x² and 10x. Both picked from three, in English and Spanish. The explanations argue from the distributive rule and by counting x's. ▶ Play a live item from this skill |
Louisiana asks the child to identify when two expressions are equivalent, and says what that means: they name the same number whatever value is substituted, as with y + y + y and 3y. The child identifies the expression equivalent to a given one, choosing from three, in English and Spanish ('Which expression is equivalent to 4(x + 3)?', 'Combine like terms: 5x + 2x = ?'). This is about half of live Expressions Level 4 items and all of them on paper; in the other live half the child types the equivalent form. Each non-equivalent choice is a named slip. Not practiced: the meaning Louisiana writes into the standard, '(i.e., when the two expressions name the same number regardless of which value is substituted into them)'. No item substitutes values into two expressions to compare them, every explanation argues from the distributive rule or by counting x's, and Louisiana's example pair, y + y + y and 3y, is not asked. Each question has exactly one equivalent choice, so the child never decides whether a given pair is or is not equivalent. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: (i.e., when the two expressions name the same number regardless of which value is substituted into them) |
| 6.EE.B.5 | PARTIAL | equationsSaplingQ L6 test-a-set branch (about 1 in 4 of L6); inequalitiesQ L2 (test a set against x + a > c or x + a < c) 'Which value from the set {4, 5, 7} makes 3x + 4 = 19 true?' (the solution's place in the set varies). 'Which value from the set {6, 7, 10} makes x + 4 > 11 true?' (or < c), where the boundary value lands exactly on c and is a named wrong choice. All picked from three, in English and Spanish. ▶ Play a live item from this skill |
Louisiana asks the child to understand solving as answering a question (which values from a specified set, if any, make the equation or inequality true?) and to use substitution to decide whether a given number in a set makes it true. The child tests the numbers in a three-number set and picks the one that works, in English and Spanish. At Equations Level 6 (about one item in four) the test is against an equation such as 3x + 4 = 19; the working value's place in the set varies, and the explanation substitutes it and says testing each value IS the method, because an equation is a question whose answer set you are finding. At Inequalities Level 2 the test is against x + a > c or x + a < c, and the explanation shows why the boundary value fails. Practiced only in part: 'which values from a specified set, if any, make the equation or inequality true?' Every set holds exactly one working value, so a set in which several numbers, or none, make the statement true never appears. 'Use substitution to determine whether a given number ... makes an equation or inequality true' is never asked as a yes-or-no question about one given number. In the inequality items the working value is always the largest number in the set for > and the smallest for <, so they can be answered without substituting. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. |
| 6.EE.B.6 | PARTIAL | expressionsQ L3 (typed exprwrite:twice / exprwrite:tickets; picked ticket-cost and phrase); equationsSaplingQ L5 (typed eqwrite:sub / eqwrite:mul); inequalitiesQ L2 + L3 (a letter standing for members of a set) Typed: 'Each ticket costs $4 and you pay a flat $3 for shipping. Write the expression for the cost of b tickets.' (4b + 3) and 'Write the expression: "5 less than twice a number n".' (2n − 5), both judged by equivalence; '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). Every prompt names the letter and what it stands for. English and Spanish. ▶ Play a live item from this skill |
Louisiana asks the child to use variables and write expressions while solving a real-world or mathematical problem, and to understand that a variable can stand for one unknown number or for any number in a specified set. The child uses a letter for a number and writes expressions in real-world and mathematical settings, in English and Spanish: in about half of live Expressions Level 3 items the child types the cost of b tickets at a set price plus a flat shipping fee (4b + 3), or '5 less than twice a number n' (2n − 5), judged by equivalence. At Equations Level 5 the child types equations such as s − 7 = 12 and 4c = 72. Not practiced: 'write expressions when solving a real-world or mathematical problem'. A written expression is never then used to solve anything; each item ends when the expression is typed, and every prompt hands over the letter and its meaning. Not practiced as its own target: 'understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set'. The letter stands for an unknown in the equation items, and for members of a set in the test-a-set items and in 'How many solutions does x > c have?', but no item asks what a variable represents. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set |
| 6.EE.B.7 | PARTIAL | equationsSaplingQ L5 (typed eqwrite:sub / eqwrite:mul; typed eqsolve1:sub / eqsolve1:mul; picked x + a = b, x − a = b, ax = b, x ÷ a = b) + rationalOneStepQ (picked decimal x ± p = q, (1/n)x = q, and 'Which equation models the situation?'). Inequalities: only inequalitiesQ L2 (test a set against x + a > c), no solving. Outside grade 6: inequalitiesG7Q (Inequalities L4, Grade 7) solves px + q > r and −ax < −b Typed: '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); 'Solve s − 7 = 12. Write s = …'; 'Solve 4c = 72. Write c = …'. Picked from three: 'x + 9 = 23', '6x = 42', 'x ÷ 3 = 7'; 'x + 1.5 = 7.3'; '(1/3)x = 4'; 'Sam had x dollars. He earned $2.50 and now has $9.10. Which equation models the situation?' (key x + 2.50 = 9.10 beside x − 2.50 = 9.10 and 2.50x = 9.10); 'Juice boxes cost $1.50 each…'. English and Spanish. ▶ Play a live item from this skill |
Louisiana asks the child to solve real-world and mathematical problems by writing and solving equations and inequalities of the forms x + p = q and px = q, with p, q and x nonnegative rational numbers, and adds that inequalities will include <, >, ≤ and ≥. Equations are practiced, in English and Spanish. At Equations Level 5 the child solves x + a = b, x − a = b, ax = b and x ÷ a = b with whole numbers by choosing from three, and types the solution of s − a = b or bc = N (about one live Level 5 item in eight). One Level 5 item in three is a rational one-step: x + 1.5 = 7.3 or x − 1.5 = 5.8 with decimals, (1/3)x = 4 with a unit fraction, or choosing which equation models a story about Sam's dollars or juice boxes at a decimal price. Writing is practiced in part: in about a quarter of live Level 5 items the child types s − 7 = 12 or 4c = 72 from a story (whole numbers only); an x + p = q equation is written only by choosing, and no equation with decimal or fraction p and q is ever typed. The typed writing and the typed solving are separate items, never one problem written and then solved. Not practiced: 'writing and solving ... inequalities of the form x + p = q and px = q ... Inequalities will include <, >, ≤, and ≥.' No Grade 6 item writes or solves an inequality such as x + 4 > 11 or 3x ≤ 12. Inequalities Level 2 only tests a three-number set against x + a > c, and Level 1 writes only x > c-style inequalities with no p. Solving an inequality appears only at Inequalities Level 4, a Grade 7 level, where the forms are two-step (px + q > r) or carry a negative coefficient. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: writing and solving ... inequalities of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. Inequalities will include <, >, ≤, and ≥. |
| 6.EE.B.8 | FULL | inequalitiesQ L1 (typed ineqwrite in about half of live deals; picked h > c / d < c otherwise and on paper) + L3 (RayPick raydraw in about a quarter of live deals; picked number-line picture; 'How many solutions does x > c have?') Typed, from four stories: 'To ride the roller coaster you must be MORE than 48 inches tall. Write the inequality (h = height).' → h > 48; 'You have LESS than $18 left. Write the inequality (d = money).' → d < 18; also 'AT LEAST c points' (s ≥ c) and 'AT MOST c people' (p ≤ c). Picked: 'Which inequality says that (h = height)?' (h > c vs h < c vs h = c). Built: 'Graph the solution set of x > 5 on the number line.' (tap the boundary, an open or closed circle, the direction). Picked: 'On a number line, what does the solution set of x < 6 look like?'; 'How many solutions does x > 7 have?' → 'infinitely many — any value above 7 is fine'. English and Spanish. ▶ Play a live item from this skill |
Louisiana asks the child to write an inequality of the form x > c or x < c for a constraint in a real-world or mathematical problem, to recognize that such inequalities have infinitely many solutions, and to represent the solutions on a number line. Write: in about half of live Inequalities Level 1 items the child types the inequality for a real-world condition, including both of Louisiana's forms ('MORE than 48 inches tall' → h > 48; 'LESS than $18 left' → d < 18) and the ≥ and ≤ forms; the checker refuses the wrong direction and a swap between strict and inclusive signs. The other live Level 1 items, and every Level 1 item on paper, have the child pick h > c or d < c from three. Recognize: about half of Level 3 asks 'How many solutions does x > c have?', and the child picks 'infinitely many' over 'exactly one' and 'none' (the three options are built so that length, word count and wording do not point at the key). 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, scored right only when all three are right; the other number-line items have the child pick the matching circle-and-shading description. Limit: the infinitely-many question is always asked about x > c, never x < c. All three verbs are practiced, in English and Spanish. FULL. (26OCT2026 Louisiana build) (26OCT2026 audit: upheld FULL: write (inequalitiesQ L1 typed ineqwrite, half of live deals, judged by boundary and direction), recognize (L3 'How many solutions does x > c have?', picked) and represent (L3 raydraw on RayPick, scored only when boundary, circle and direction all match) are each performed; asked only for x > c in the count item, stated in the note.) |
| 6.EE.C.9 | PARTIAL | equationsSaplingQ L6: twoVarRelationQ (half of L6: form 0 typed d = … from a table in about half of live form-0 items, or picked table → equation; form 1 value beyond the table; form 2 shown graph → equation) + dependent-variable branch (about 1 in 4 of L6) From a four-row 't (hours) | d (miles)' table: 'The table shows distance d for hours t. Write d in terms of t (d = …).' (typed; t = d ÷ k is refused) or 'Which equation shows the relationship?' (four equations: d = kt or d = t + k with the right or wrong number). 'The table shows d = distance after t hours. Using the relationship, what is d when t = 6?' (picked). 'The graph shows distance d (y-axis) for hours t (x-axis). Which equation shows the relationship?' over three plotted points. 'A car drives at a steady 60 mph. Which is the DEPENDENT variable?' (key 'the distance traveled'; apples at $2 a pound and $15 a lawn are the other settings). English and Spanish. ▶ Play a live item from this skill |
Louisiana asks the child to use variables for two related quantities in a real-world problem, to write an equation for the dependent variable in terms of the independent one, and to analyze the relationship with graphs and tables and relate them to the equation, as in listing and graphing distance-time pairs and writing d = 65t. Writing the equation is practiced in the distance-and-time setting: from a table of distance d against hours t, the child types d = kt or d = t + k with d alone on one side, and t = d ÷ k is refused (about one Equations Level 6 item in twelve). In other Level 6 items the child uses the table's rule to find d for a time beyond the table, picks the equation that fits a table, or picks the equation that fits a graph of three plotted points; each wrong equation is named with the row or point it misses. Other items ask which quantity is the dependent variable in three worded rate situations. Not practiced: 'Use variables to represent two quantities in a real-world problem that change in relationship to one another'. The letters d and t and their meanings are always given, and distance against hours is the only setting that uses letters. Practiced only in part: 'Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation'. The child picks an equation for a graph or a table, but never lists or graphs the ordered pairs, never reads a value off a graph, and never relates a graph to a table. The only item that graphs a table's pairs is the Ratios Level 5 lemons-to-ounces plot, which has no letters and no equation. The independent variable is only ever a wrong choice, never asked for. PARTIAL. (26OCT2026 Louisiana build) (26OCT2026 audit: added the Ratios L5 table-pairs plot (ratiosSaplingQ kind 1, interactive) as the only graphing of table pairs, with no variables or equation. Verdict unchanged.) Blocking clause: Use variables to represent two quantities in a real-world problem that change in relationship to one another ... Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. |
| 6.SP.A.1 | FULL | statisticsQ L1 forms 0-3 (bank of seven matched question pairs) Picked from three: 'Which is a STATISTICAL question?' (key 'How many minutes do the students in your class spend on homework?' beside 'How many minutes did YOU spend on homework last night?' and another one-answer question); 'Which is NOT a statistical question?'; 'Which question would get the SAME answer from everyone surveyed?'; 'Why is this a STATISTICAL question? "How tall are the players on the team?"' (keys such as 'The answer depends on who you ask.'). English and Spanish. ▶ Play a live item from this skill |
Louisiana's verb is recognize: a statistical question anticipates variability in the data and accounts for it in the answers, as in 'How old are the students in my school?' against 'How old am I?'. At Statistics Level 1 the child recognizes statistical questions four ways, over a bank of seven pairs, in English and Spanish. Several pairs are built like Louisiana's example: a question about a group sits beside one person's question on the same thing ('How many minutes do the students in your class spend on homework?' beside 'How many minutes did YOU spend on homework last night?'). The child picks the statistical question, picks the one that is not statistical, picks the question everyone surveyed would answer the same way, and picks why a given question is statistical, where every key names the variability ('People would answer it in different ways.', 'The answer depends on who you ask.', 'There is no one right answer, so you collect data.'). The explanation says a statistical question 'anticipates VARIETY in the answers'. Louisiana has no 'generate' clause (Kansas 6.SP.1 was held PARTIAL only on that word). Weaknesses: the bank holds only seven pairs, and some pairs change the topic instead of matching it, such as class quiz scores beside 'What number do you get when you multiply 7 × 8?'. FULL. (26OCT2026 Louisiana build; note refreshed 31OCT2026) (26OCT2026 audit: upheld FULL: Louisiana's only verb is recognize, and statisticsQ L1 forms 0-3 recognize statistical questions over the seven STAT_Q_BANK pairs, with keys that name the variability.) |
| 6.SP.A.2 | PARTIAL | statisticsQ L2-L4 (mean, median, mode, range; typical-house measure; two-group spread; outlier; variabilityQ 1 in 4 at L4) + statisticsDisplayQ L5 (dot-plot mode and total, histogram tallest interval, dot-plot construct in interactive rounds) L2: 'Find the MEDIAN of: …' (typed in every interactive deal), 'Find the MEAN of: 3, 8, 8, 8, 8', 'Find the RANGE of: 9, 5, 16, 7, 9' (each typed in about half of interactive deals). L3: 'Five houses cost $40k, $45k, $48k, $50k, and $250k. Which measure of center BEST describes a typical house?'; 'Group A: 4, 5, 5, 6. Group B: 2, 4, 9, 13. Which statement is true?' (key 'B is more spread out — its range is larger'). L4: 'Minutes to finish a quiz: 22, 21, 36, 22, 23, 22. Which value is the OUTLIER?'. L5: 'From the dot plot, what is the MODE (the most common value)?'; 'Which interval holds the MOST students?' over a drawn histogram; in interactive rounds 'Make the dot plot: one ✕ for each data point.' ▶ Play a live item: level 2 · level 3 · level 4 |
Louisiana asks the child to understand that data collected for a statistical question has a distribution that can be described by its center, its spread and its overall shape. Center: Statistics Level 2 has the child find the mean, median and mode of small sets (the median typed on a number pad in every interactive deal, the mean and mode in about half), and Levels 3-4 choose the median for a typical value when one value is far off. Spread: Level 2 finds the range, Level 3 compares two groups' spread by range, about one Level 4 deal in four has the child type a range, a mean absolute deviation or an interquartile range, and Level 5 reads the range and interquartile range off a drawn box plot. In English and Spanish. Not practiced: 'overall shape'. No Grade 6 item (Statistics Levels 1-5) asks the child to recognize or describe the shape of a distribution: nothing asks whether data is symmetric or lopsided, where it clusters, or where it has a gap or a peak. The nearest items are the Level 4 outlier ('Which value is the OUTLIER?', one stray value picked from three), the mode read off a drawn dot plot and the tallest interval of a drawn histogram at Level 5. Shape is named only in explanations ('you lose the exact values and gain the shape'; the dot plot 'shows at a glance the center, spread, and gaps'), and the Level 4 explanation describes a distribution by 'its center, its spread, and its stray values'. A form that asks which of two samples is lopsided exists only at Level 6, a Grade 7 level, and is not counted. Where the median item keeps three choices (paper, the placement check), working out the mean and taking the closest other choice always finds it. Kansas 6.SP.2, Arizona 6.SP.A.2 and Alaska 6.SP.2 were marked FULL on these items with the shape gap stated as a weakness; Georgia 6.NR.2.3 was held on 'overall shape'. This row is held at PARTIAL on that clause, an under-claim. PARTIAL. (26OCT2026 Louisiana build) (26OCT2026 audit: moved from FULL to PARTIAL on 'overall shape'.) Blocking clause: overall shape |
| 6.SP.A.3 | PARTIAL | statisticsQ L2-L4 (range item; L3 house-price and two-group items; L4 which-measure items) L3: 'Five houses cost $40k, $45k, $48k, $50k, and $250k. Which measure of center BEST describes a typical house?' (or 'Which measure of center does the $250k house DRAG away from the others?'); in both versions 'the range — it shows how far apart the prices are' is offered and must be rejected. L3: 'Group A: 4, 5, 5, 6. Group B: 2, 4, 9, 13. Which statement is true?' (key 'B is more spread out — its range is larger'). L4: 'If the outlier 36 is removed, which measure changes MOST?' (the mean). All picked from three, in English and Spanish. ▶ Play a live item: level 2 · level 3 · level 4 |
Louisiana asks the child to recognize that a measure of center sums up all of a data set's values in one number, while a measure of variation uses one number to describe how the values vary. Across Statistics Levels 2-4 the child tells the two apart, in English and Spanish. In the house-price item the child picks the measure of center for a typical house (or the one the outlier drags) and must reject 'the range — it shows how far apart the prices are'; the explanation says the range 'is not even a measure of center' and that the mean 'adds every value'. In the two-group item the child judges which group is more spread out by its range, and the explanation says 'Spread asks how FAR APART the data sits — not which group has bigger numbers.' The range item's explanation says range 'measures how SPREAD OUT the data is, not where it sits.' At Level 4 the child picks which measure an outlier moves most and which best describes a typical time. Weaknesses: much of the statement is spelled out in the explanations rather than asked, and in the two-group item the key always pairs 'more spread out' with 'its range is larger' and is the shortest option. Not practised: 'a measure of variation describes how its values vary with a single number'. The variation half rests on one item, the Level 3 two-group item, whose key ('… is more spread out — its range is larger') is the shortest option in every deal and the only option whose reason agrees with its claim, so it can be answered without reading the data; the Level 2 range item and the Level 4 variability items compute a spread number, and that the number describes variation is said only in the explanations. The measure-of-center half is practised. Kansas 6.SP.3 and Arizona 6.SP.A.3 are FULL after refute-first review; Louisiana's row is held at PARTIAL on that shortcut. (26OCT2026 Louisiana build; FULL upheld at the batch's refute-first audit; FULL → PARTIAL at the second refute-first audit, 26OCT2026: the variation half can be answered by picking the shortest option) Blocking clause: Recognize that a measure of variation describes how the values vary with a single number: its only recognition item (two-group spread) can be answered by picking the shortest option, which is the key in every deal. |
| 6.SP.B.4 | PARTIAL | statisticsQ L5 (statisticsDisplayQ): dot-plot construct (interactive rounds, about 1 L5 question in 14); boxStemQ box-plot reading; histogram reading; dot-plot reading Built in interactive rounds: 'Data (books read this month): 2, 2, 3, 4, 4, 5. Make the dot plot: one ✕ for each data point.' (tap ＋ above a mark on a number line to stack each ✕). Read only, picked from three: a drawn histogram with three interval bars ('Which interval holds the MOST students?', 'How many students IN TOTAL does the histogram show?'); a drawn box plot ('The box plot summarizes quiz scores. What is the interquartile range (IQR)?', the median, the range, the share of data inside the box); a drawn dot plot (the total, the mode). English and Spanish. ▶ Play a live item from this skill |
Louisiana's verb is display: the child puts numerical data into plots on a number line, including dot plots, histograms and box plots. At Statistics Level 5 the child displays data in a dot plot: in interactive rounds, about one Level 5 question in fourteen, the child builds a dot plot on a number line from listed data, one ✕ per data point. The child also reads the total and the mode off a drawn dot plot. Histograms and box plots are only read: for a drawn histogram the child answers which interval holds the most and the total, and for a drawn box plot the median, range, interquartile range and the share of data inside the box ('about half'). Not practiced: 'Display numerical data in plots on a number line, including ... histograms, and box plots.' The app's plot builder makes dot/line plots, bar graphs and picture graphs only; no builder makes a histogram or a box plot, so the child never displays either. PARTIAL. (26OCT2026 Louisiana build) (26OCT2026 audit: generator now leads with 'statisticsQ L5' so the report builder can link Statistics level 5 (which deals statisticsDisplayQ); a generator starting with statisticsDisplayQ maps to no skill and printed no play link. Verdict unchanged.) Blocking clause: Display numerical data in plots on a number line, including ... histograms, and box plots. |
| 6.SP.B.5 | PARTIAL | statisticsQ L2-L5: L5 statisticsDisplayQ (attributeUnitsQ 1 in 5 of L5: number of observations, attribute, unit; dot-plot / histogram / stem-and-leaf totals; boxStemQ IQR); L2 median and mean typed; L3-L4 outlier, typical-house and typical-time measure; variabilityQ 1 in 4 of L4 (range, MAD or IQR typed) 5a: passage 'Ravi counted the raisins in 18 snack boxes, recording a count for each box.' + 'How many observations does this data set have?' (picked), plus totals off a dot plot, a histogram and a stem-and-leaf display. 5b: 'What ATTRIBUTE was under investigation?' and 'What UNIT were the observations recorded in?' (picked). 5c: 'Find the MEDIAN of: …' (typed in every interactive deal), 'Find the MEAN of: …' (typed in about half); 'Ordered data: 5, 8, 10, 12, 14, 18, 21. What is the interquartile range (IQR)?' (typed); 'The box plot summarizes laps run. What is the interquartile range (IQR)?' (picked); 'Minutes to finish a quiz: 22, 21, 36, 22, 23, 22. Which value is the OUTLIER?' (picked). 5d: 'With the 36 still in the list, which measure BEST describes a typical time?' (the median). English and Spanish. ▶ Play a live item: level 2 · level 3 · level 4 · level 5 |
Louisiana keeps parts a-d inside this row. 6.SP.B.5a: one Level 5 deal in five comes from a bank of six investigation descriptions, and one of its three forms asks for the number of observations; the child also gives totals from a dot plot, a histogram and a stem-and-leaf display. Every count is picked from three. 6.SP.B.5b, in part: the same bank asks 'What ATTRIBUTE was under investigation?' and 'What UNIT were the observations recorded in?', both picked. How the data was measured (a scale, a stopwatch, a ruler, a thermometer) is printed in each description but never asked, and the child never describes the attribute. 6.SP.B.5c, in part: the median is typed at Level 2 in every interactive deal and the mean in about half, over bare lists; about one Level 4 deal in four has the child type an interquartile range from seven ordered values (or a range or a MAD), and the interquartile range is also read off a box plot about quiz scores, laps, pages or practice minutes. The outlier in a list of quiz times is picked from three. Not practiced: describing the overall pattern or a striking deviation in words with reference to the context. 6.SP.B.5d, in part: at Levels 3-4 the child chooses the median as the measure of center for data with an outlier (a typical house, a typical quiz time). No item asks the child to choose a measure of variability to fit the shape of the data; why the interquartile range resists outliers appears only in an explanation. PARTIAL on parts b, c and d. (26OCT2026 Louisiana build) (26OCT2026 audit: generator now leads with 'statisticsQ L2-L5' so the report builder links Statistics levels 2-5; the old lead, statisticsDisplayQ, maps to no skill and printed no play link. Verdict unchanged.) Blocking clause: Describing the nature of the attribute under investigation, including how it was measured ... describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered ... Relating the choice of measures of center and variability to the shape of the data distribution |
| Code | Verdict | Evidence (generator · forms) | Notes |
|---|---|---|---|
| 7.G.A.1 | PARTIAL | geometrySaplingQ L9 scale-map form (Geometry L9, about 1 item in 4) Picked from three, in English and Spanish: 'On a map, 1 cm represents 5 km. Two towns sit 7 cm apart on the map. Real distance?' (35 km, against the map distance 7 km and the sum 12 km). 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. Nearest other item (grade 8, Coordinate Grid L6, about 1 item in 8): a missing side of two similar triangles from a scale factor of 2 or 3, with no drawing. ▶ Play a live item from this skill |
Louisiana asks the child to solve problems with scale drawings of geometric figures: computing actual lengths and areas from a drawing, and redrawing it at a different scale. 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 child picks 35 km from three; the wrong choices are the map distance and the sum, and the explanation says a scale is multiplied, never added. That is computing an actual length from a scale. Not practised: the map is described in words, so no scale drawing of a geometric figure is ever shown; no item computes an actual area from a scale drawing (where the area grows by the square of the scale); and no item has the child reproduce a drawing at a different scale. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: scale drawings of geometric figures, such as computing actual ... areas from a scale drawing and reproducing a scale drawing at a different scale |
| 7.G.A.2 | NOT COVERED | — | Louisiana asks the child to draw shapes that meet given conditions, focusing on triangles built from three angle or side measures and on noticing when the measures make exactly one triangle, more than one, or none. No grades 6-8 item has the child draw or construct a shape to stated side lengths or angle measures, and no item asks whether given measures make one triangle, several, or none (there is no triangle-inequality item either). The nearest items are grade 8, at Geometry Level 10: the third angle of a triangle from two given angles, and the converse of the Pythagorean Theorem tested on three given sides. Both give the triangle's measures and ask for a number or a yes/no; neither builds a triangle or counts how many are possible. The app's shape-drawing tasks are lower-grade items (a shape from its number of sides or corners, kindergarten to grade 2; an angle drawn with the on-screen protractor, grade 4). Arizona 7.G.A.2 is NOT COVERED on the same evidence. NOT COVERED. (26OCT2026 Louisiana build) Blocking clause: Draw (freehand, with ruler and protractor, or with technology) geometric shapes with given conditions. (Focus is on triangles from three measures of angles or sides, noticing when the conditions determine one and only one triangle, more than one triangle, or no triangle.) |
| 7.G.A.3 | PARTIAL | crossSectionQ SLICES branch (volumeG8Q, Volume L6, about 1 item in 6) Picked from three, five fixed cases, English and Spanish: 'You slice a square pyramid with a plane straight down through its apex (perpendicular to the base). What shape is the cross-section?' (a triangle); a square pyramid sliced parallel to its base (a smaller square); a rectangular prism (a box) sliced parallel to its base (a rectangle); a cylinder sliced parallel to its base (a circle) or straight down through its center (a rectangle). |
Louisiana names two solids: right rectangular prisms and right rectangular pyramids. Volume Level 6 asks for the shape of a slice on about one item in six, in five fixed cases, and the child picks the shape's name from three. Both of Louisiana's solids appear: a box sliced parallel to its base (a rectangle), and a square pyramid sliced parallel to its base (a smaller square) and straight down through its apex ('You slice a square pyramid with a plane straight down through its apex (perpendicular to the base). What shape is the cross-section?' → a triangle). The other two cases slice a cylinder. 'Describe' is a production verb, and here it is met only by picking one name from three, which this report does not count as describing. Limits: the box is sliced only parallel to its base, never perpendicular to it or at a slant; the only pyramid has a square base; the five cases never change; and no solid or slice is drawn. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms |
| 7.G.B.4 | PARTIAL | geometrySaplingQ L9 form 0 (circle circumference or area from a radius, about 1 in 4 of L9) and L9 cylinder surface-area form (about 1 in 4 of L9); geometrySaplingQ L8 saKind 2 (soup can, a level that also serves grade 6) Picked from three: 'A circle has radius 7. What is its circumference, in terms of π?' / '… What is its area, in terms of π?' (14π or 49π, with the other formula's answer and 7π as the wrong choices; radius 3-9); 'A cylinder has radius 4 and height 5. What is its surface area, in terms of π? (two lids + the side)' (72π); 'A soup can has radius 4 and height 5. What is its surface area, in terms of π?'. ▶ Play a live item from this skill |
Louisiana asks the child to know both circle formulas, use them to solve problems, and give an informal derivation of how circumference and area are related. Geometry Level 9 asks for a circle's circumference or its area from the radius (3 to 9) on about one item in four: 'A circle has radius 7. What is its circumference, in terms of π?' The answer is exact in π and picked from three, and one wrong choice is always the other formula's answer, so the two formulas have to be told apart; the explanation contrasts the rim with the inside. Both formulas are also used inside a problem: a cylinder's surface area as two lids of πr² plus an unrolled side of 2πr by h (Level 9, about one item in four), and the soup can at Level 8. Not practised: no item asks for, or walks through, an informal derivation of how circumference and area are related (such as cutting a circle into wedges that rearrange into a near-rectangle). Every circle is also given by its radius; no item gives the diameter or works back from a circumference or an area. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: give an informal derivation of the relationship between the circumference and area of a circle |
| 7.G.B.5 | PARTIAL | geometrySaplingQ L9 form 1 (angle pairs, about 1 in 4 of L9): typed equation (algebraQ, interactive rounds), typed solution (algebraQ, interactive rounds), otherwise a vertical angle or a supplement picked 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 versions use 90); 'Two angles are supplementary. One measures 65°. Solve m + 65 = 180 for the other angle. Write m = …'. Picked from three: 'Two lines cross. One angle measures 70°. What is its VERTICAL (opposite) angle?'; 'Two angles are supplementary. One measures 65°. What is the other?'. Nearest multi-step item (grade 8, Geometry L10, about 1 in 15): a triangle's exterior angle from two interior angles, picked. ▶ Play a live item from this skill |
Louisiana asks the child to use facts about supplementary, complementary, vertical and adjacent angles in a multi-step problem, writing and solving simple equations for an unknown angle in a figure. Geometry Level 9 deals angle pairs on about one item in four, in English and Spanish. In interactive rounds the child may type the equation for an unknown supplementary or complementary angle ('Two angles are supplementary. One measures 65°. Write an equation for the other angle m.' → m + 65 = 180) or type its solution ('Solve m + 65 = 180 for the other angle. Write m = …'); otherwise the child picks a vertical angle or a supplement from three. So writing and solving a simple equation for an unknown angle is practised for supplementary and complementary pairs. Not practised: every Level 9 angle item is a single step stated in words, with no figure; vertical angles appear only as a one-step pick ('vertical angles are equal'), never in an equation; adjacent angles are never named. The nearest multi-step angle item is grade 8 (Geometry Level 10, about one item in fifteen): a triangle's exterior angle from two interior angles, picked from three, with no equation and no figure. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure |
| 7.G.B.6 | PARTIAL | geometrySaplingQ L6-L7 (areas: triangle, parallelogram, trapezoid, L-shape, kite) and L8 saKind 0-1 (cube and rectangular-prism surface area from a described net); volumeSaplingQ L4-L5 (right rectangular prism volume, V = Bh); g8GeomKnowledgeQ form 3 (square-pyramid surface area, Geometry L10, grade 8, about 1 in 15) Picked from three unless noted: 'A triangle has base 8 cm and height 5 cm. What is its area?', parallelogram and trapezoid areas (Geometry L6); 'An L-shaped figure is a 9 × 7 rectangle with a 3 × 2 corner missing. What is its area?' and a kite from its diagonals (L7); 'A cube's net is 6 equal 5 × 5 squares. What is the total surface area?' and 'A rectangular prism's net has 3×5, 3×4, and 5×4 rectangles — two of each. What is the surface area?' (L8); 'A right rectangular prism measures 4 × 3 × 2.5 units. What is its volume?' (Volume L4); 'A prism's base has area B = 13 cm² and its height is 3.5 cm. Use V = Bh.' (Volume L5, typed in interactive rounds); 'A square pyramid has base side 6 and slant height 8. What is its surface area? (SA = B + ½Pl)' (Geometry L10, grade 8). ▶ Play a live item: level 6 · level 7 |
Louisiana asks for real-world and mathematical problems on the area, volume and surface area of objects composed of triangles, quadrilaterals, polygons, cubes and right prisms, with pyramids limited to surface area. Each measure is computed. Area: triangles, parallelograms and trapezoids (Geometry Level 6), an L-shape (a rectangle with a corner removed) and a kite (Level 7). Surface area: a cube and a rectangular prism from a described net (Level 8). Volume: right rectangular prisms with a half-unit edge (Volume Level 4) and V = Bh from a given base area (Level 5, typed in interactive rounds). Pyramid surface area appears once, as a grade-8 item at Geometry Level 10 ('A square pyramid has base side 6 and slant height 8. What is its surface area?'). Limits: apart from that pyramid item, every item here sits at a level that also serves the grade-6 area, volume and net standards. None of the polygon, cube or prism items is set in a real-world context; the Level 8 soup can is a cylinder, which Louisiana does not list. The only composite flat figure is the L-shape, and no polygon with more than four sides is ever measured. No three-dimensional object at these levels is built from more than one solid (the two-box volume items exist only at the grade-5 Volume Levels 1-3), and no prism other than a rectangular one appears. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Solve real-world ... problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms |
| 7.RP.A.1 | FULL | complexRateQ (dealt at ratiosSaplingQ L6, about 1 in 4; LEVEL_EVIDENCE 'ratios:6' floor of 2 'cxrate2' items per full round), typed on the number pad with the / key 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). Contexts: miles per hour, liters per minute, pages per minute (different units); small-gear turns per big-gear turn, cups of juice per cup of water (like units); acres per bag of seed, acres per hour (areas). Denominators come from 2, 3, 4, 5, 6 and 8 and are never equal; in two items in three the divisor is not a unit fraction. |
Louisiana asks the child to compute unit rates from ratios of fractions, including lengths, areas and other quantities in like or different units; its example is ½ mile in each ¼ hour, worked as the complex fraction ½/¼ = 2 miles per hour. Ratios Level 6 deals this item in about one question in four, and the level-evidence rule puts at least two in every full round. The child computes the unit rate from a ratio of two fractions and types it on the number pad 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). The ratio is the complex fraction (3/4)/(2/3); the explanation works it as division by the reciprocal and names multiplying without inverting as the classic slip. The contexts cover Louisiana's list: lengths over time (miles per hour), areas (acres per bag of seed, acres per hour), other quantities in different units (liters per minute, pages per minute) and like units (small-gear turns per big-gear turn, cups of juice per cup of water). In English and Spanish. On printed worksheets the number pad becomes three choices; the FULL rests on live rounds. Ratios Level 6's other forms (price per notebook, train speed, better buy) serve grade 6 and are not counted here. Arizona 7.RP.A.1 and Georgia 7.PAR.4.1 are FULL on the same item. FULL. (26OCT2026 Louisiana build) |
| 7.RP.A.2 | PARTIAL | ratiosSaplingQ L8 (is-it-proportional table and constant-of-proportionality table, each about 1 in 3 of L8); proportionalGraphQ (ratios L8, 1 in 3) forms 0-3; twoVarRelationQ form 0 typed d = … (equations L6, a level that also serves grade 6) Picked from three: 'Table: (3, 9), (5, 15), (8, 27). Is the relationship proportional?'; 'In the proportional table (4, 32), (7, 56), what is the constant of proportionality k?'; over a drawn line y = 2x or y = 3x from (0, 0): 'The graph shows the cost y of x tickets. Which equation gives the relationship?', 'What does the point (1, 2) mean?', 'Why does the line pass through (0, 0)?'; 'Each pencil costs $8. Which equation gives the total cost t of n pencils?' (t = 8n). Typed at Equations L6: 'The table shows distance d for hours t. Write d in terms of t (d = …).' ▶ Play a live item from this skill |
Louisiana's four parts are touched unevenly, mostly by choosing. 7.RP.A.2a (decide whether a relationship is proportional): the one item that asks is a bare table at Ratios Level 8 ('Table: (3, 9), (5, 15), (8, 27). Is the relationship proportional?'), and its choices give the answer away: 'no — the last pair breaks the constant ratio' is offered only when it is the answer, and otherwise the answer is the only 'yes'. The graph test (a straight line through the origin) is never asked as a decision. 7.RP.A.2b (identify the constant): picked from a table already called proportional ('In the proportional table (4, 32), (7, 56), what is the constant of proportionality k?'), read off a drawn ticket-cost line (k is 2 or 3), and implied by the pencil story; no item uses a diagram, and no item asks for k from an equation. 7.RP.A.2c (represent by equations): picked as y = kx from the drawn line and as t = 8n from 'Each pencil costs $8', Louisiana's own t = pn; one typed form sits at Equations Level 6, where the child types d = 7t over a distance-time table, but that level also serves grade 6 and half its tables are additive (d = t + k). 7.RP.A.2d (explain a point): only (1, r) and (0, 0) are interpreted, by picking a meaning from three; no item asks what a general point (x, y) means in its situation, and choosing is not explaining. A Writing Coach prompt about slope as a unit rate is not counted. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. ... d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation |
| 7.RP.A.3 | PARTIAL | 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 L5-L7 (missing-value tables, unit rates, recipe scaling; grade-6 levels, supporting only) Picked from three: 'A $120 purchase carries 15% tax. What is the total?'; 'A price rises from $60 to $75. What is the percent change?'; 'A price falls from $140 to $70. What is the percent decrease?'; 'You deposit $300 at 4% simple interest per year for 3 years. How much interest do you earn?'; 'The restaurant bill is $60 and you leave a 15% tip. How much do you pay IN TOTAL?'; 'A salesperson earns a 5% commission. This month she sold $2000. How much commission does she earn?'. ▶ Play a live item from this skill |
Louisiana prints the problem types as the content of the standard ('multi-step ratio and percent problems of simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, and percent error'), not as examples, so each named type counts. Percents Level 8 has the child solve multi-step percent problems in money settings, picked from three: tax then total ('A $120 purchase carries 15% tax. What is the total?'), percent increase ('A price rises from $60 to $75. What is the percent change?') and percent decrease ('A price falls from $140 to $70. What is the percent decrease?'); in about one item in three it is simple interest over 2-4 years, a 15% or 20% tip then the total, or a commission on sales. One-step slips are on screen (the tax alone, one year's interest, the balance instead of the interest). That covers simple interest, tax, gratuities, commissions and percent increase and decrease. Not practised: no item works out a new price after a markup or a markdown, and a markup is never named; a markdown is touched only as the percent found from a price that falls (the English item says 'percent decrease', the Spanish one 'porcentaje de descuento') and in an Equations Level 7 expression item, 'A store offers 25% off a price p. Which expression gives what you PAY?' → 0.75p, picked; fees appear only as flat dollar charges in equation items, never as a percent; percent error never appears. Limits: percent-change answers come only from 10, 20, 25 and 50%, prices are multiples of $20, and the commission item is one step. Arizona and Georgia rate their rows FULL because their lists are examples or absent; Arkansas 7.PR.3, which names percent error, is PARTIAL. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: markups and markdowns, ... fees, ... and percent error |
| 7.NS.A.1 | PARTIAL | integersG7Q L5 forms 0-4 (form 0 includes the frog-hop number line, TapNumberLine, in interactive rounds); rationalStructureQ form 0 (additive inverse, dealt at integers L5-L7, about 1 item in 12 at L5) Picked from three: '(−6) + 9 = ?', '7 − (−4) = ?', '(−8.5) + 2.5 = ?', '4.5 − (−1.5) = ?'; 'Rewrite 5 − 9 as addition.' (5 + (−9)); 'What is the distance between −5 and 7 on the number line?' (pairs straddle zero or are both negative). Frog hop: tap where the frog lands for (−a) + b, or for a − b crossing zero, on a row of number buttons. Additive inverse: '7 + (−7) = ?', and 'The temperature rose 6° in the morning and fell 6° in the afternoon. What was the total change?'. ▶ Play a live item from this skill |
At Integers Level 5 the child adds and subtracts signed numbers and picks the result from three: '(−6) + 9 = ?', '7 − (−4) = ?', signed halves such as '(−8.5) + 2.5 = ?' and '4.5 − (−1.5) = ?', 'Rewrite 5 − 9 as addition' (5 + (−9)), and 'What is the distance between −5 and 7 on the number line?'. The additive inverse is asked as '7 + (−7) = ?' and as a temperature that rises and falls by the same amount. In the frog-hop form the child taps where a frog lands for (−a) + b, or for a − b crossing zero. Parts practised: 7.NS.A.1b's p + q as a move of |q| (the hop and the signed sums) and the opposite sum of 0 (picked); 7.NS.A.1c's p − q = p + (−q) and distance as the absolute value of a difference, with bare numbers. Not practised: on the number line the child only taps the landing number (the frog sits at the start, and the jump lights up only after the answer); the jump is always a positive number, so adding a negative and subtracting a negative never appear on the line, and the child never draws the diagram. 7.NS.A.1a: the temperature story is the only situation, always given, and the child never describes one. Sums are never interpreted by describing a real-world context, and the distance principle is never applied in one. 7.NS.A.1d: no item asks the child to use properties of operations as strategies. Signed fractions are never added or subtracted, and every signed decimal ends in .5 with a whole-number answer. Written explanations ('Explain why 8 + (−8) = 0…', a submarine at −40 m) exist only in the Writing Coach and are not counted. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: represent addition and subtraction on a horizontal or vertical number line diagram. a. Describe situations in which opposite quantities combine to make 0. ... Interpret sums of rational numbers by describing real-world contexts. ... apply this principle in real-world contexts. d. Apply properties of operations as strategies to add and subtract rational numbers. |
| 7.NS.A.2 | PARTIAL | integersG7Q L6 forms 0-3 (signed products and quotients); longDivisionQ (integers L6, 1 in 3; LEVEL_EVIDENCE 'integers:6' floor of 2 'fd' items per full round); rationalStructureQ forms 1-2 (integers L5-L7); integersG7Q L7 forms 0-2 (temperature drop, debt split) Picked from three: '(−4) × (−6) = ?', '(−3) × 7 = ?', '(−24) ÷ 4 = ?', '(−3.5) × 8 = ?', '(−12) ÷ 1.5 = ?'. Long division: pick the next quotient digit from a quotient-so-far and a remainder; say what a returning remainder or a remainder of 0 means; decide terminate-or-repeat from a lowest-terms denominator; 'Use long division: write 7/24 as a decimal.' Also 'What number do you multiply −3/4 by to get 1?', 'What kind of number is −18 ÷ 6?', 'What is ALWAYS true of the quotient of two integers, like −5 ÷ 3?'; 'The temperature drops 3° each hour for 6 hours. What is the total change?'; '4 friends split a −$28 debt equally. What is each person's share?'. ▶ Play a live item from this skill |
At Integers Level 6 the child multiplies and divides signed numbers and picks the result from three: '(−4) × (−6) = ?', '(−3) × 7 = ?', '(−24) ÷ 4 = ?', and signed halves such as '(−3.5) × 8 = ?' and '(−12) ÷ 1.5 = ?' (whole-number results only); the explanation gives the sign rules as flipping across zero and counting negatives. Long division is the subject of at least two items in every full Level 6 round: the child picks the next quotient digit, says what a returning remainder or a remainder of 0 means, decides from a lowest-terms denominator whether the decimal terminates or repeats, and picks the decimal for fractions such as 7/24, so 7.NS.A.2d's 'know that the decimal form ... terminates in 0s or eventually repeats' is practised. Integers Level 7 puts a product and a quotient in context (a falling temperature, a shared debt), picked from three. Not practised: 7.NS.A.2a, nothing derives the sign rules from the distributive property or shows (−1)(−1) = 1, and products are never interpreted by describing a real-world context; 7.NS.A.2b, the identity −(p/q) = (−p)/q = p/(−q) is never asked, quotients are never interpreted by describing a context, and the 'What is ALWAYS true of the quotient of two integers' item has the same right sentence in every deal; 7.NS.A.2c, no item asks the child to use properties of operations as strategies, and apart from the reciprocal item ('What number do you multiply −3/4 by to get 1?', picked from three) no signed fraction is ever multiplied or divided; 7.NS.A.2d, every long-division step is chosen from three, never carried out, and every fraction converted is positive and proper. Written explanations of the sign rules exist only in the Writing Coach and are not counted. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: a. ... leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. b. ... If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts. c. Apply properties of operations as strategies to multiply and divide rational numbers. d. Convert a rational number to a decimal using long division |
| 7.NS.A.3 | PARTIAL | integersG7Q L7 forms 0-2 (temperature drop, whole or .5 rate; debt split); rationalStructureQ form 0 (rise-and-fall temperature, integers L5-L7); complexRateQ (ratios L6) touches footnote 23 only Picked from three: 'The temperature drops 3° each hour for 6 hours. What is the total change?' (also a .5 rate, such as 2.5° an hour for 4 hours, always with a whole-number total); '4 friends split a −$28 debt equally. What is each person's share?' (wrong shares on both sides of the key); 'The temperature rose 6° in the morning and fell 6° in the afternoon. What was the total change?' (always 0). Separately, typed at Ratios L6: 'A hiker covers 3/4 of a mile in 2/3 of an hour. What is the unit rate, in miles per hour?'. ▶ Play a live item from this skill |
Integers Level 7 sets signed-number problems in context, picked from three: 'The temperature drops 3° each hour for 6 hours. What is the total change?' (also a .5 rate such as 2.5° an hour for 4 hours, always with a whole-number total) and '4 friends split a −$28 debt equally. What is each person's share?'. In the debt item the wrong shares sit on both sides of the answer, so the division is needed. The only additive situations are rise-and-fall temperature stories whose total is always 0. Louisiana's footnote 23 says computations with rational numbers extend the rules for fractions to complex fractions; the child divides one fraction by another, typed, in the Ratios Level 6 unit-rate items, but only with positive fractions and only as a unit rate (that practice is credited to 7.RP.A.1). Not practised: the context problems use only multiplication and division of integers and .5 decimals; no context problem adds or subtracts to a non-zero result; no problem uses a signed fraction. So problems 'involving the four operations with rational numbers' are not met. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Solve real-world and mathematical problems involving the four operations with rational numbers. |
| 7.EE.A.1 | PARTIAL | expressionsG7Q (expressions L5) forms 0-4, all multiple choice Picked, about one Expressions Level 5 item in five each: 'Factor: −3x − 12 = ?' (−3(x + 4), from three); 'Expand: −(x − 5) = ?' (three); 'Expand: (1/2)(6x + 8) = ?' or 0.5(6x + 8) (three); 'Combine: 4x − 7x = ?' (three); 'Add: (2.5x + 3) + (1.5x − 5) = ?' (four options: the key and three named slips). Nearest typed item (grade 8, Equations L8, interactive rounds, about 1 item in 20): 'Write 3(x − 2) + 2x without parentheses, like terms combined.' (5x − 6; whole numbers, one pair of parentheses). ▶ Play a live item from this skill |
Louisiana asks the child to add, subtract, factor and expand linear expressions with rational coefficients, and adds to the Common Core wording that this includes multiple grouping symbols such as parentheses, brackets and braces. At Expressions Level 5 the child picks the equivalent form in five item types: factor −3x − 12 into −3(x + 4); expand −(x − 5); expand (1/2)(6x + 8) or 0.5(6x + 8); combine 4x − 7x to a negative coefficient; and add (2.5x + 3) + (1.5x − 5). Every item is multiple choice, and the child never types an expression at this level; the only typed expansion in grades 6-8 is a grade-8 item at Equations Level 8 ('Write 3(x − 2) + 2x without parentheses, like terms combined.'), with whole numbers and one pair of parentheses. Rational coefficients appear only in the expand-(1/2) or 0.5 items and the add items; the factor and combine items use whole numbers, and no item subtracts one expression from another. On the factor, combine and expand −(x − b) items the options give the key away without the work (on −(x − 5) the key is the only option with a +). No item in the app uses brackets or braces, and none nests one grouping symbol inside another; every expression has at most one pair of parentheses. Adding and expanding with rational coefficients are practised by choice; subtracting expressions, factoring with rational coefficients and multiple grouping symbols are not. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: subtract, factor ... linear expressions with rational coefficients to include multiple grouping symbols (e.g., parentheses, brackets, and braces) |
| 7.EE.A.2 | PARTIAL | expressionContextQ forms 0-1 (dealt by equationsSaplingQ L7, 1 in 3 of L7; the two forms 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). |
Louisiana asks the child to understand that rewriting an expression in different forms in a problem context can shed light on the problem and on how its quantities are related; its example is a + 0.05a = 1.05a, so 'increase by 5%' is the same as 'multiply by 1.05'. Equations Level 7 deals two items for this, together about two items in nine. The first is Louisiana's own example: a price a rises 5% (or 10, 20 or 25%), the prompt prints a + 0.05a = 1.05a, and the child picks what that form reveals ('raising by 5% is the same as multiplying by 1.05') from three readings that open the same way. In the second the child picks 0.75p as the price paid after 25% off (or 10, 20 or 30% off). These practise reading what a rewritten form means in a context. Held PARTIAL: the rewriting is always done by the app, because the first item prints the equivalent form and the second only asks the child to choose it; the child never rewrites an expression to see what it shows. The only contexts are a percent increase and a percent discount, with four percents each, and no item relates quantities in any other setting (such as a perimeter written as 2(l + w) or 2l + 2w). Kansas 7.EE.2, with the same wording, is PARTIAL on the same items. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: rewriting an expression in different forms in a problem context |
| 7.EE.B.3 | 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: tax then total, percent increase or decrease, tip then total, simple interest over 2-4 years, commission (all whole dollars); 'The temperature drops 2.5° each hour for 4 hours. What is the total change?'; '4 friends split a −$28 debt equally.'; 'You buy 16 notebooks at $6 each. Your classmate estimates $250 total. Is that reasonable?' (yes or no, each already printing '16 × $6 is around $96', or 'it cannot be judged without a calculator'). ▶ Play a live item from this skill |
Louisiana asks the child to solve multi-step real-life problems with positive and negative rational numbers in any form, converting between forms where useful and checking answers by mental computation and estimation; its examples are a $25 hourly wage raised 10% to $27.50 and centering a 9 3/4-inch towel bar on a 27 1/2-inch door. At Percents Level 8 the child solves multi-step money problems by choosing from three: tax then total, percent increase and decrease, a tip added to a bill, simple interest over several years, and commission. Every amount there is a positive whole number of dollars, and no item needs a decimal or fractional answer like Louisiana's $27.50 or a mixed-number length like its towel bar. Negative and decimal values appear at Integers Level 7, but only in one-step items (a temperature that drops 2.5° an hour for 4 hours; a debt split equally). No multi-step problem uses negative numbers, fractions or decimals. Converting between fractions, decimals and percents is its own item at Percents Level 7, never a step chosen inside a problem. Reasonableness has one item at Equations Level 7, about one item in nine: the child decides whether a classmate's estimate of a notebook total is reasonable, but both the yes and the no option already print the product ('16 × $6 is around $96'), so the app does the computation, and the child never checks their own answer. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals) ... convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies |
| 7.EE.B.4 | 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; inequalitiesG7Q (inequalities L4): typed gym construct, ray graph, typed solves, ineqSolve2x2 picked Typed: 'Skate rental costs a flat $5 plus $1.50 per hour. You paid $11. Write the equation for the hours h.' (1.5h + 5 = 11); '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 $27. Write the equation.'; 'Solve 4x + 7 = 15. Write x = …'; '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 > …).'. Picked from three: 'A rectangle's perimeter is 30 cm. Its length is 8 cm. What is its width?'; '3(x − 2) = 15'; Maya's arithmetic against Leo's algebra for 3(x + 6) = 30. Built on a number line: 'Solve 3x + 4 ≥ 19 and graph the solution set on the number line.' (boundary, open or closed circle, direction; >, ≥, < or ≤). ▶ Play a live item from this skill |
Equations (7.EE.B.4a), at Equations Level 7: in live rounds the child types the equation for a skate-rental story (for example 1.5h + 5 = 11; about half use half-dollar rates, so p is a rational number), types 2(w + 8) = 30 for a rectangle-perimeter story (Louisiana's own example) and p(t + q) = r for a movie-ticket story, and types the solution of a bare px + q = r. The perimeter, ticket and rental word problems are solved by choosing from three, and every word problem the child solves uses whole numbers; bare p(x ± q) = r equations are solved only by choice. No single item has the child build an equation and then solve it. One item sets Maya's arithmetic beside Leo's algebra and asks how they compare; whether her last number matches his x decides it, so the sequence of operations need not be read. 'Solve equations of these forms fluently' has no timed or all-cases evidence. Inequalities (7.EE.B.4b), at Inequalities Level 4: the child types a gym-budget inequality (8m + 20 ≤ 68) but never solves it, and no inequality word problem is ever solved. Bare inequalities are solved, typed and as four choices where dividing by a negative flips the sign, and graphed by building the ray (boundary, open or closed circle, direction, with all four of Louisiana's symbols); every typed or graphed boundary is an integer. Interpreting a solution in context is asked only as a written explanation in the Writing Coach ('6r ≤ 50 … explain what the solution means here'), which this report does not count. Constructing and solving equations is well practised; solving inequality word problems and interpreting their solution sets are not. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: b. Solve word problems leading to inequalities of the form px + q > r, px + q ≥ r, px + q < r or px + q ≤ r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. |
| 7.SP.A.1 | PARTIAL | statisticsSamplingQ (statistics L6) representative-sample form and bias form (six fixed scenarios, each about 1 item in 6); multiSampleQ form 1 (projection, about 1 item in 12) Picked from three, six fixed scenarios, English and Spanish: 'You want to learn about all students at your school. Which sample is MOST representative?' ('pick 40 student ID numbers at random from the office list' against 'survey the first 40 students to arrive each morning' and another scenario's biased sample); 'To learn about all students at your school, why is the sample "survey the first 40 students to arrive each morning" BIASED?'; 'In a random sample of 30 students, 12 prefer pizza. The school has 400 students. What is the best ESTIMATE of the total who prefer pizza?' (about 160). ▶ Play a live item from this skill |
Louisiana asks the child to understand that a sample gives information about a population, that generalizing is valid only from a representative sample, and that random sampling tends to produce representative samples. Data & Statistics Level 6 asks about samples in six fixed scenarios, picked from three, in English and Spanish. One item asks which sample is MOST representative of a stated population ('pick 40 student ID numbers at random from the office list' against surveying the first 40 students to arrive). Another asks why a named convenience sample is BIASED ('early arrivers share habits the whole school does not'). A projection item uses a random sample of 30 to estimate a school-wide count ('about 160'), which is gaining information about a population from a sample. Held PARTIAL because the items behind the two 'valid only if representative' and 'random sampling tends to produce representative samples' sentences can be answered from the wording alone: the representative-sample item always keys the only option that mentions randomness, and the bias item's two wrong answers are the same sentences in every deal ('because the sample is too large to be a fair one', 'because the respondents were not paid for answering'). The child never meets a random sample that turns out unrepresentative, so 'tends to' is never weighed. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. |
| 7.SP.A.2 | PARTIAL | multiSampleQ forms 0-1 (dealt in statisticsSamplingQ, statistics L6, each 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 and the true mean sits nearby); 'In a random sample of 30 students, 12 prefer pizza. The school has 400 students. What is the best ESTIMATE of the total who prefer pizza?' ('about 160' against 'exactly 160' and 12). |
Data & Statistics Level 6 uses data from a random sample to draw an inference about a population: 'In a random sample of 30 students, 12 prefer pizza. The school has 400 students. What is the best ESTIMATE of the total who prefer pizza?' ('about 160', against 'exactly 160' and 12). It also lists five random-sample means from one school ('5.6, 5.9, 5.7, 6.0, 5.8' hours of sleep) and asks what they show together; the key is that the estimates vary a little around 5.8 and the true mean sits nearby, against 'one sample was done wrong' and 'the school changed its habits'. English and Spanish. That covers Louisiana's first sentence. Held PARTIAL: the child never generates samples or simulated samples; the five means arrive already computed and their sample size is never stated; the projection item's key is always the only option that says 'about'. 'Gauge how far off the estimate or prediction might be' is met only through the words 'vary a little' and 'about', never as an amount the child estimates. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. ... Gauge how far off the estimate or prediction might be. |
| 7.SP.B.3 | PARTIAL | overlapDotPlotQ forms 0-1 (statistics L6, about 1 in 9); centersVsMADQ forms 0-1 (statistics L6, about 1 in 18); twoPopulationsQ forms 0-1 (statistics L6); LEVEL_EVIDENCE 'statistics:6' floor of 2 comparison items per full round Stacked dot plots of two eight-value samples on one axis (lists also printed): 'Two samples with SIMILAR variability, on the same axis. A: … B: … How much do the two distributions overlap?' (hardly at all / heavily / cannot be judged without the means), picked; 'How many MADs apart are their means?' from the same plots (MAD exactly 1), picked. Typed: 'Team A averages 14 points (MAD 3). Team B averages 20 points, with the same MAD. The difference between the means is how many MADs?' (2). Picked: 'Random samples: plants given fertilizer have a median of 46 cm tall (interquartile range, IQR, 2); plants given none have a median of 40 (interquartile range, IQR, 2). Can you infer that plants given fertilizer generally have higher values than plants given none?' (the gap against the spread decides it; with a wide spread the key reads 'not safely — the gap of 6 is smaller than the typical variation, so the populations overlap heavily'). |
Louisiana rewrote this standard: in place of the Common Core's 'measuring the difference between the centers by expressing it as a multiple of a measure of variability' it asks the child to assess overlap using measures of center (median and/or mean) and variability (IQR and/or MAD), and to describe any overall pattern and striking deviations with reference to the context in which the data were gathered. Assessing overlap with center and variability is practised at Data & Statistics Level 6. Two samples are drawn as stacked dot plots on one axis and the child judges how much they overlap ('hardly at all — there is clear daylight between them', 'heavily — almost every value appears in both', or 'it cannot be judged without calculating the means first'). From the same plots the child picks how many MADs apart the means are, and in a typed item works it from two team means and a stated MAD; another item reads 1 MAD apart as 'could be chance' and 2-4 MADs as 'a real difference'. With medians and IQRs, the two-population items weigh the gap between centers against the spread and say whether the groups 'overlap heavily'. Held PARTIAL on two clauses. Visual overlap: the plotted pairs are always 1 apart or 6-7 apart, so overlap is a two-level judgement with no middle case. Overall pattern and striking deviations: the dot-plot samples are labelled only 'Sample A' and 'Sample B', with no context, every plotted sample has the same symmetric shape with no outlier, and no item asks the child to describe a pattern or a striking deviation in either distribution. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities ... as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered |
| 7.SP.B.4 | FULL | twoPopulationsQ forms 0-3; statisticsSamplingQ team-comparison form (statistics L6, about 1 in 6); 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, and with a spread twice the gap); medians beside ranges, with options crossing a center claim and a spread claim; equal means beside modes and ranges; 'Team A: mean 24 points per game. Team B: mean 31. Both have a mean absolute deviation (MAD) of about 2. Which informal conclusion is valid?'. Five contexts: plant height with and without fertilizer, 8th- and 6th-grade heights, bus and car travel time, quiz scores, pages read. |
Louisiana asks the child to use measures of center and variability from random samples to draw informal comparative inferences about two populations. Data & Statistics Level 6 does exactly that, picked from three, in English and Spanish. Example: 'Random samples: plants given fertilizer have a mean of 46 cm tall (mean absolute deviation, MAD, 2); plants given none have a mean of 40 (mean absolute deviation, MAD, 2). Can you infer that plants given fertilizer generally have higher values than plants given none?' The gap between the centers (4, 6 or 8) never decides it by itself: a gap more than twice the spread is keyed as a real difference, a spread twice the gap as heavy overlap, and 'the bigger center settles it' is a wrong answer in every deal. The same form runs with medians and IQRs. Another form sets medians beside ranges, crossing a center claim with a spread claim (the medians are equal in half the deals); a third holds the means equal and compares modes and ranges; a team form asks for the valid informal conclusion from two means and a MAD, against over-claiming and reading the means backwards. 'Draw' here means reaching a conclusion, and the child reaches it by weighing the printed center against the printed spread; the statement does not ask for the inference to be written. Every full Level 6 round carries at least two items from these comparison families. Limit: the two spread outcomes sit at the extremes, with no near-threshold case. Arizona 7.SP.B.4 and Kansas 7.SP.4, with the same wording, are FULL on the same items. FULL. (26OCT2026 Louisiana build) |
| 7.SP.C.5 | FULL | probabilityG7Q L4 kind 0 (marble-bag probability) and kind 2 (likelihood word for a probability), each about 1 in 3 of Probability L4 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); '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. ▶ Play a live item from this skill |
Louisiana asks the child to understand that a probability is a number from 0 to 1 expressing likelihood: larger numbers mean more likely, near 0 is unlikely, about ½ is neither unlikely nor likely, and near 1 is likely. Probability Level 4 has the child find a probability as a number from 0 to 1, a fraction of the total ('A bag holds 3 red marbles and 5 blue ones. What is P(red)?' → 3/8), with the part-to-part ratio 3/5 on screen as a wrong choice in every deal. In another of its three forms the child names the likelihood a probability expresses ('The probability of an event is 7/8. Which word describes it?': unlikely, likely, or as likely as not). That form places probabilities near 0 (1/8, 1/10), near 1 (7/8, 9/10) and at 1/2, so larger numbers are read as greater likelihood across Louisiana's whole scale, and the explanation states that probability lives between 0 and 1, near 0 unlikely, near 1 likely, and 1/2 in the middle. Louisiana's verb is 'Understand', which choosing the right reading meets. English and Spanish. Limits: the likelihood form draws from only five fixed probabilities, always given as fractions; its middle word is 'as likely as not' (Louisiana: 'neither unlikely nor likely'); and no item asks the child to judge the likelihood of a probability they have just computed. Arizona 7.SP.C.5 and Kansas 7.SP.5 are FULL on the same items; Georgia's row is PARTIAL only because its verb is 'Describe'. FULL. (26OCT2026 Louisiana build) |
| 7.SP.C.6 | PARTIAL | probabilityG7Q L4 kind 1 (expected count, about 1 in 3 of L4); probabilityG7Q L5 k5 0 (experimental probability, about 1 in 3 of L5) Picked from three: 'P(red) = 2/7. If you draw 42 times (replacing each time), about how many red marbles do you expect?' (12); 'You flip a coin 50 times and get 18 heads. What is the EXPERIMENTAL probability of heads?' (18/50, against 1/2 and 32/50). ▶ Play a live item from this skill |
Two parts are practised at Probability Levels 4-5, picked from three, in English and Spanish. The child predicts a count from a probability ('P(red) = 2/7. If you draw 42 times (replacing each time), about how many red marbles do you expect?' → 12), which is Louisiana's 'predict the approximate relative frequency given the probability'; the explanation stresses that 'about' matters because probability predicts a tendency, not an exact count, like Louisiana's 'roughly 200 times, but probably not exactly 200'. The child also reads an experimental probability from given results ('You flip a coin 50 times and get 18 heads. What is the EXPERIMENTAL probability of heads?' → 18/50, with the theoretical 1/2 as a wrong choice). Held PARTIAL: no item has the child collect data from a chance process, because the flips and heads are always printed in the question, and the long-run idea, that relative frequency settles toward the probability, appears only in the explanation and is never asked. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency |
| 7.SP.C.7 | PARTIAL | probabilityG7Q L5 (die form, coin-experiment form, simulation-device form, each about 1 in 3 of L5); 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); 'A bag holds 3 red marbles and 5 blue ones. What is P(red)?'; 'You flip a coin 50 times and get 18 heads. What is the EXPERIMENTAL probability of heads?'; 'You want to simulate a 1-in-4 chance. Which design models it EXACTLY?' (a 4-equal-section spinner). ▶ Play a live item from this skill |
At Probability Levels 4-5 the child uses given models to find probabilities, picked from three, in English and Spanish: a fair die ('You roll a fair 6-sided die. What is P(rolling more than 2)?' → 4/6, the explanation counting 4 of 6 equally likely faces), marble bags ('A bag holds 3 red marbles and 5 blue ones. What is P(red)?'), and the experimental probability of heads from given flips. A simulation item asks which device models a stated chance exactly ('You want to simulate a 1-in-4 chance. Which design models it EXACTLY?' → a 4-equal-section spinner). That is 7.SP.C.7a's 'use the model to determine probabilities of events'. Held PARTIAL because every model is given. The child never develops a uniform model by assigning equal probability to the outcomes (7.SP.C.7a). The child never develops a model from observed frequencies: nothing like Louisiana's spinning penny or tossed paper cup appears, and whether outcomes look equally likely is never asked (7.SP.C.7b). No item asks the child to compare a model's probability with observed frequencies, judge whether they agree, or explain a discrepancy. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Develop a probability model ... Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. a. Develop a uniform probability model by assigning equal probability to all outcomes ... b. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. |
| 7.SP.C.8 | PARTIAL | probabilityG7Q L6 kind6 2 (coin-and-die probability; OutcomeTable tap form in interactive rounds), kind6 0 (two coins), kind6 1 (spinner-and-die count), each about 1 in 3 of Probability L6; probabilityG7Q L5 k5 2 (simulation-device choice) Picked from three: 'You flip a coin and roll an 8-sided die. What is P(heads AND rolling a 5)?' (1/16, against 1/8 and 1/2); 'You flip TWO fair coins. What is P(two heads)?' (1/4, against 1/2 and 1/3); 'A spinner has 3 colors and you roll a 4-sided die. How many outcomes are in the sample space of (color, number) pairs?' (12). Tapped on a drawn 2 × 6 table in interactive rounds: 'You flip a coin and roll a 6-sided die. In the sample-space table, tap EVERY outcome in the event "heads AND a prime number".' (also 'heads AND an even number', 'tails AND a number greater than 4'). ▶ Play a live item from this skill |
Probability Level 6 has compound events in three forms, in English and Spanish. 7.SP.C.8a (a compound event's probability is the fraction of the sample space it fills): the child finds P(heads AND rolling a 5) with a coin and a 6-, 8- or 10-sided die, against the forget-the-coin and forget-the-die slips, and P(two heads) with two coins, against 1/2 and the equally-likely-counts 1/3; both explanations count the sample space. 7.SP.C.8b: in interactive rounds the coin-and-die sample space is drawn as a 2 × 6 table and the child taps every outcome in an event described in words ('heads AND a prime number'), which is identifying the outcomes that compose an event; a spinner-and-die item counts a sample space by multiplying. Not practised: the table is drawn for the child, so no item has the child build an organized list, table or tree diagram, and every compound probability the child is asked for is a single outcome, never found by using a list, table or tree; only three events and one coin-and-die setting are tapped. 7.SP.C.8c: no item has the child design or run a simulation for a compound event; the only simulation item (Level 5) picks a device for a simple chance. Kansas 7.SP.8 is PARTIAL on the same items (Arizona and Arkansas place this standard in grade 8). PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. ... b. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. ... c. Design and use a simulation to generate frequencies for compound events. |
| Code | Verdict | Evidence (generator · forms) | Notes |
|---|---|---|---|
| 8.G.A.1 | PARTIAL | transformationsQ (coordinate-grid L6) kind 0 translation, kind 1 reflection-identify, kind 2 congruent branch; similarityOrientationQ orientation form (coordinate-grid L6); Writing Coach explain xp-rigid-sequence (Writing-Coach-only) Picked from three, in English and Spanish, with no figure or grid drawn: 'The point (3, 5) is translated 2 right and 4 down. Where does it land?' (three coordinate pairs); 'Which transformation carries (4, 6) to (−4, 6)?' (or to (4, −6)), with a reflection across the y-axis, a reflection across the x-axis or 'a translation upward'; 'A figure is reflected, then translated. How does it relate to the original?' ('congruent — exactly the same size and the same SHAPE', beside 'similar but NOT congruent' and 'no relation'); 'A triangle with vertices A→B→C running clockwise is transformed and A′→B′→C′ now runs COUNTERCLOCKWISE. Which transformation could it be?' ('a reflection — it reverses orientation'). With Writing Coach on: 'Triangle A has vertices (1, 1), (4, 1), (1, 3). Triangle B has vertices (−1, 1), (−4, 1), (−1, 3). Describe a sequence of rigid transformations that carries A onto B, and say why the triangles are congruent.' ▶ Play a live item from this skill |
Louisiana asks the child to verify by experiment that rotations, reflections and translations take lines to lines and segments to segments of the same length (8.G.A.1a), angles to angles of the same measure (8.G.A.1b) and parallel lines to parallel lines (8.G.A.1c); its cluster names physical models, transparencies and geometry software. At Coordinate Grid Level 6 the child moves single points, not figures, picking from three in English and Spanish: where a point lands after a translation ('The point (3, 5) is translated 2 right and 4 down. Where does it land?') and which axis reflection carries (x, y) to (−x, y) or (x, −y). The nearest practice of parts a and b is one item: for 'A figure is reflected, then translated. How does it relate to the original?' the child picks 'congruent — exactly the same size and the same SHAPE', and the explanation says rigid motions move a figure without stretching it. A separate item has the child pick a reflection as the motion that turns a clockwise A→B→C counterclockwise; a rotation appears there only as a wrong answer. With Writing Coach on (a district-enabled paid feature), one fixed prompt has the student describe rigid motions that carry one triangle onto another, and the reviewer looks for the statement that they keep side lengths and angles; that is Writing-Coach-only evidence and does not lift the row. Not practiced: 'Verify experimentally the properties of rotations, reflections, and translations'. No item has the child experiment with a figure, no grade 6-8 item applies a rotation, and no item asks the child to check that a segment keeps its length, an angle keeps its measure or parallel lines stay parallel, so 8.G.A.1a, 8.G.A.1b and 8.G.A.1c are each unchecked. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Verify experimentally the properties of rotations, reflections, and translations |
| 8.G.A.2 | PARTIAL | transformationsQ (coordinate-grid L6) kind 2 congruent branch and kind 1 reflection-identify; Writing Coach explain xp-rigid-sequence (Writing-Coach-only) Picked from three, in English and Spanish, with no figure drawn: 'A figure is reflected, then translated. How does it relate to the original?' ('congruent — exactly the same size and the same SHAPE', beside 'similar but NOT congruent — same shape, different size' and 'no relation — the transformation DISTORTS its shape'); 'Which transformation carries (x, y) to (−x, y)?' (or to (x, −y)), with the two axis reflections and 'a translation upward'. With Writing Coach on, one fixed prompt gives Triangle A at (1, 1), (4, 1), (1, 3) and Triangle B at (−1, 1), (−4, 1), (−1, 3) and asks for a sequence of rigid transformations that carries A onto B and why the triangles are congruent; an AI reviewer judges it against a rubric. ▶ Play a live item from this skill |
Coordinate Grid Level 6 asks 'A figure is reflected, then translated. How does it relate to the original?', and the child picks 'congruent — exactly the same size and the same SHAPE' over 'similar but NOT congruent' and 'no relation'; the explanation names reflections, rotations and translations as rigid motions. The same level asks which single reflection carries a point (x, y) to (−x, y) or (x, −y), the two axis reflections Louisiana allows in Grade 8. Both are picked from three in English and Spanish, with no figure drawn. So the child recognizes, by choosing, that a reflection followed by a translation gives a congruent figure, but never explains why. With Writing Coach on (a district-enabled paid feature), the student is sometimes given Triangle A at (1, 1), (4, 1), (1, 3) and Triangle B at (−1, 1), (−4, 1), (−1, 3), a reflection over the y-axis inside Louisiana's Grade 8 limits, and writes a sequence of rigid transformations that carries A onto B and why they are congruent; an AI reviewer checks it against a rubric. That is one fixed prompt, at most one explain item per round, and Writing-Coach-only evidence, so it does not lift the row. Not practiced without Writing Coach: 'given two congruent figures, describe a sequence that exhibits the congruence between them'. No item gives the child two figures, only single points move, and no grade 6-8 item applies a rotation about the origin. The 'Explain that …' sentence is met only by picking 'congruent'. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Explain that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. |
| 8.G.A.3 | PARTIAL | transformationsQ (coordinate-grid L6) kinds 0-2; Writing Coach explain xp-rigid-sequence / xp-similar-sequence (Writing-Coach-only) Picked from three, in English and Spanish, with no grid: 'The point (3, 5) is translated 2 right and 4 down. Where does it land?' (three coordinate pairs); 'Which transformation carries (4, 6) to (−4, 6)?' (or to (4, −6)); 'A figure is dilated by a factor of 3. How does it relate to the original?' ('similar but NOT congruent — same shape, different size'), with no coordinates in that item. With Writing Coach on, the student writes the sequence that carries one coordinate-given figure onto another (two fixed prompts). ▶ Play a live item from this skill |
Coordinate Grid Level 6 works in coordinates for two of the four transformations, one point at a time. The child picks where a point lands after a translation ('The point (3, 5) is translated 2 right and 4 down. Where does it land?'; the move is right or left and up or down) and the axis reflection that carries (x, y) to (−x, y) or (x, −y); the explanations give the coordinate rules (right adds to x and left subtracts from it, up adds to y and down subtracts from it; a reflection across an axis changes the sign of one coordinate). The translation's two wrong choices are two of the three other combinations of the moves, so neither the shared coordinates nor the point's place on the grid gives the answer away; a child who works out only one of the two coordinates still lands on the right choice about two times in three. The dilation item ('A figure is dilated by a factor of 3. How does it relate to the original?') classifies the image as similar but not congruent, with no coordinates and no center named. All are picked from three in English and Spanish, with no figure or grid drawn. With Writing Coach on (a district-enabled paid feature), two fixed prompts give two figures by their coordinates (the triangles (1, 1), (4, 1), (1, 3) and (−1, 1), (−4, 1), (−1, 3); a 2-by-3 rectangle with a corner at the origin and a 4-by-6 rectangle with a corner at (5, 0)) and the student writes the sequence; that is Writing-Coach-only evidence. Not practiced: no grade 6-8 item rotates anything about the origin, no item applies a dilation centered at the origin to coordinates, the child moves single points rather than two-dimensional figures, and outside Writing Coach the child picks instead of describing. So 'Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates' is met only for translations and axis reflections of a single point. PARTIAL. (26OCT2026 Louisiana build; note refreshed 31OCT2026) Blocking clause: Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. |
| 8.G.A.4 | PARTIAL | transformationsQ (coordinate-grid L6) kind 2 dilation branch; similarityOrientationQ similar-sides form (coordinate-grid L6); Writing Coach explain xp-similar-sequence (Writing-Coach-only) Picked from three, in English and Spanish, with no figure: 'A figure is dilated by a factor of 3. How does it relate to the original?' ('similar but NOT congruent — same shape, different size', beside 'congruent' and 'no relation — a dilation DISTORTS the figure into a new shape'); 'Two triangles are similar. The smaller has sides 4 and 7; the larger's side matching 4 measures 12. How long is the side matching 7?' (21). With Writing Coach on: 'Rectangle A is 2 by 3 with a corner at the origin. Rectangle B is 4 by 6 with a corner at (5, 0). Describe a sequence of transformations that shows A is similar to B. Name the scale factor.' ▶ Play a live item from this skill |
Coordinate Grid Level 6 has the child pick 'similar but NOT congruent — same shape, different size' for a figure dilated by a factor of 2 or 3, and the explanation says a dilation keeps the angles and multiplies every distance. In a separate form the child uses the scale factor to find a missing side of two similar triangles ('Two triangles are similar. The smaller has sides 4 and 7; the larger's side matching 4 measures 12. How long is the side matching 7?', answer 21). Both are picked from three in English and Spanish, with no figure. With Writing Coach on (a district-enabled paid feature), one fixed prompt gives a 2-by-3 rectangle with a corner at the origin and a 4-by-6 rectangle with a corner at (5, 0); the student writes a sequence (a dilation by 2 from the origin, then a translation, which sits inside Louisiana's Grade 8 limits) and names the scale factor, and an AI reviewer checks it. That is Writing-Coach-only evidence. Not practiced without Writing Coach: 'given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them'. No item has the child obtain one figure from another by a sequence of rotations, reflections, translations and dilations, no grade 6-8 item applies a rotation, and the 'Explain that …' sentence is met only by picking 'similar but NOT congruent'. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Explain that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. |
| 8.G.A.5 | PARTIAL | geometryG8Q (geometry L10) kinds 1-2 (triangle angle sum; transversal angles); g8GeomKnowledgeQ form 4 (exterior angle, geometry L10) Picked from three, in English and Spanish, with no figure: 'Two angles of a triangle measure 45° and 35°. What is the third?' (100°, beside 180 − a and the quadrilateral total 360 − a − b); 'Two interior angles of a triangle measure 55° and 40°. What is the EXTERIOR angle at the third vertex?' (95°); 'A transversal crosses two PARALLEL lines. One angle measures 75°. What is its CORRESPONDING (or alternate interior) angle?' (75°, beside its supplement). ▶ Play a live item from this skill |
Geometry Level 10 has the child compute with three of the four facts Louisiana names, picked from three in English and Spanish, with no figure. The child finds a triangle's third angle from the 180° sum ('Two angles of a triangle measure 45° and 35°. What is the third?', about two Level 10 items in nine), an exterior angle from the two remote interior angles ('Two interior angles of a triangle measure 55° and 40°. What is the EXTERIOR angle at the third vertex?', about one in fifteen), and a corresponding or alternate interior angle when a transversal crosses two parallel lines (about two in nine). That last item always asks for an angle equal to the one given, so its answer is the number printed in the question. Not practiced: 'Use informal arguments to establish facts'. The child never builds an argument, such as Louisiana's example of arranging three copies of a triangle so the angles form a line and arguing with transversals; the reason is stated only in the explanation shown after the answer. The angle-angle criterion for similarity of triangles appears nowhere in the grade 6-8 content: the similar-triangles item at Coordinate Grid Level 6 states that the triangles are similar and asks only for a side. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Use informal arguments to establish facts … and the angle-angle criterion for similarity of triangles |
| 8.G.B.6 | PARTIAL | g8GeomKnowledgeQ form 1 (geometry L10): squares-proof item and converse item Picked from three, in English and Spanish, with no figure: 'In the squares proof of the Pythagorean Theorem, which comparison finishes the argument?' ('the area of the square on the hypotenuse equals the SUM of the areas on the legs', beside 'the length of the hypotenuse equals the SUM of the lengths of the two legs' and 'the area of the square on the hypotenuse equals the area on the LONGER leg'; 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). |
Geometry Level 10 has one fixed proof item, about one Level 10 question in thirty: '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', which is the area-of-squares step Louisiana names; 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 exactly fill the hypotenuse square. A converse item (also about one in thirty) gives three side lengths ('A triangle has sides 8, 15, and 17 … is it a right triangle?'); half are Pythagorean triples and half have one side off by one, so the child squares and compares. Items are in English and Spanish. Not practiced: 'Explain a proof of the Pythagorean Theorem and its converse using the area of squares'. The child picks the last step of one proof described in words and never explains a proof; no squares are drawn; and no proof of the converse is shown or asked, since the converse is only applied. Choosing among options is not explaining, so the row is PARTIAL; Arizona's same-code row was FULL on its own wording, 'Understand the Pythagorean Theorem and its converse' (see the verification log). (26OCT2026 Louisiana build) Blocking clause: Explain a proof of the Pythagorean Theorem and its converse using the area of squares. |
| 8.G.B.7 | PARTIAL | geometryG8Q kind 0 (geometry L10) Picked from three, in English and Spanish, with no figure: '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. ▶ 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 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, and the legs' sum is a wrong answer in every find-a-leg item and in most find-the-hypotenuse items. This form is about two Level 10 items in nine, picked from three in English and Spanish. A coordinate-distance item at the same level also applies the theorem in the plane (see 8.G.B.8). Limits: every triangle comes from seven whole-number triples, so no answer is irrational, and every problem is a bare triangle described in words, with no figure. Not practiced: the real-world and three-dimension parts of 'in real-world and mathematical problems in two and three dimensions'. No item sets the triangle in a situation, such as a ladder against a wall or a ramp, and no item finds a length inside a solid, such as a box's diagonal; the only slant height in the grade 6-8 content, in the square-pyramid surface-area item, is given, never found. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: in real-world and mathematical problems in two and three dimensions |
| 8.G.B.8 | FULL | g8GeomKnowledgeQ form 2 (geometry L10) 'What is the distance between the points (1, 2) and (4, 6)?' The child picks 5 over the L-shaped walk 3 + 4 = 7 and a near miss. The explanation turns the changes in x and y into the legs of a right triangle: √(3² + 4²) = √25 = 5. Picked from three, in English and Spanish, with no grid drawn. |
Geometry Level 10 has the child find the distance between two points with the Pythagorean Theorem, for example 'What is the distance between the points (1, 2) and (4, 6)?' (5). The explanation reads 'The changes are 3 in x and 4 in y — legs of a right triangle whose hypotenuse joins the points: √(3² + 4²) = √25 = 5', and the L-shaped walk 3 + 4 = 7 is a wrong answer, so the child has to build the right triangle from the coordinates rather than add the two changes. English and Spanish. Louisiana's statement asks for exactly this, applying the theorem to find the distance between two points in a coordinate system, with no added setting; Georgia's twin was held PARTIAL only for its extra 'in practical, mathematical problems'. As built: the two 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 picked from three; and the form is about one Level 10 question in fifteen. FULL. (26OCT2026 Louisiana build) |
| 8.G.C.9 | PARTIAL | volumeG8Q (volume L6) kinds 0-2 (cylinder, cone, sphere) Picked from three, answers exact in π, in English and Spanish, with 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, against 72π and 27π; radius 3 or 6 only). ▶ Play a live item from this skill |
Volume Level 6 has the child use the volume formulas for all three solids Louisiana names, with answers exact in π and picked 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 (radius 3 or 6 only). The explanations state V = πr²h, describe a cone as one third of the cylinder that encloses it ('Three cones of water fill the cylinder exactly — that experiment IS the formula'), and state V = (4/3)πr³. Each solid is roughly one Level 6 item in five, in English and Spanish. So 'Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve … mathematical problems' is practiced. Not practiced: 'use them to solve real-world … problems'. Every item is a bare solid given by its radius and height, with no setting such as a can, a funnel or a ball, and no figure is drawn; no item asks which formula fits a solid or works backward from a volume. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: use them to solve real-world … problems |
| 8.NS.A.1 | PARTIAL | irrationalsQ L1: which-is-irrational and why-is-√perfect-rational forms; repeatingToFractionQ, delayedRepeatQ and whyRationalsRepeatQ (together about 1 in 3 of L1) Picked from three, in English and Spanish: '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'); '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 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 … and then … returns. The quotient digits were …. Which block repeats forever?' ('none — the decimal terminates' is one of the wrong options). ▶ Play a live item from this skill |
Louisiana's row has three sentences. The first, 'Know that numbers that are not rational are called irrational', is practiced at Rational & Irrational Level 1: 'Which of these numbers is IRRATIONAL?' is keyed to a square root of a non-perfect square such as √11, beside √16 and one of 0.75, 1/3 or 0.2, and 'Why is √9 RATIONAL?' is keyed to 'because its value is precisely 3'. The third, 'Convert a decimal expansion that repeats eventually into a rational number by analyzing repeating patterns', is practiced at the same level, where about one item in three works with decimal expansions: the child converts a one-digit repeat (0.777… → 7/9), a two-digit block (0.181818… → 2/11) and a repeat that starts late, the 'eventually' case (0.1666…, only the 6 repeats → 1/6). The prompt names the repeating block, every option is a fraction in lowest terms, and the wrong ones come from misreading the pattern (the block over 9, 99, 90 or 100); the explanation lines up the tails and subtracts (100x − 10x). Answers are picked from three in English and Spanish; the child never types a fraction. Not practiced as Louisiana writes it: 'Understand informally that every number has a decimal expansion; for rational numbers, show that the decimal expansion repeats eventually.' The child meets the reason a fraction's decimal repeats ('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?'; picking the repeating block from a remainder trail), but the argument is printed in the prompt or the division is already run, and the child picks a number or a block; the child never shows it. The Integers Level 6 long-division items (a Grade 7 level), which ask for the next digit of a long division, the decimal of a fraction such as 2/7, what a returning remainder means or whether a decimal terminates, are also picked. No item shows an irrational number's decimal expansion: every irrational number on screen is a square root, π never appears, and 'its decimal runs forever without repeating' is said only in the explanation after an answer. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Understand informally that every number has a decimal expansion; for rational numbers, show that the decimal expansion repeats eventually. |
| 8.NS.A.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 uses rational approximations of square roots of non-perfect squares from 2 to 20, to the nearest whole number. That is the first step of Louisiana's example (√2 is between 1 and 2), but no item goes on to tenths or hundredths (between 1.4 and 1.5, and how to continue). Answers are picked from three, in English and Spanish. Not practiced: 'to compare the size of irrational numbers', because every comparison sets a square root against an integer and no item asks which of two irrational numbers is larger; 'locate them approximately on a number line diagram', because no item places a number on a drawn line; and 'estimate the value of expressions (e.g., π²)', because no item estimates an expression and π never appears. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π²) |
| 8.EE.A.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); sciSmallUnitsQ form 0 (expressions L6, negative powers of ten) 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); 'Write 0.00045 in scientific notation.' (4.5 × 10^-4). ▶ 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: 'Know and 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, which is Louisiana's own example (3² × 3⁻⁵ = 3⁻³ = 1/3³ = 1/27); no quotient of powers with a base other than 10 is asked; and the power-of-a-power rule appears only in the note on a wrong choice. The child always picks the equivalent expression and never generates one. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Know and apply the properties of integer exponents to generate equivalent numerical expressions. |
| 8.EE.A.2 | PARTIAL | rootsSciNotationQ form 0 ('√p = ?'; x² = p for a square's side; rarely a typed radical answer) + form 1 ('∛p = ?'; x³ = p for a cube's edge) (expressions L6); irrationalsQ L1 which-is-irrational and why-is-√perfect-rational forms '√144 = ?' for every perfect square from 9 to 625, and '∛64 = ?' for 8, 27, 64 and 125, typed on the number pad in live rounds and picked from three on paper. '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), and the cube version with x³ = 30 (∛30). At Rational & Irrational Level 1: 'Which of these numbers is IRRATIONAL?' (a √n with n from 2 to 20, √2 among them) and 'Why is √9 RATIONAL?'. English and Spanish. ▶ Play a live item from this skill |
At Expressions Level 6 the child evaluates square roots of perfect squares ('√144 = ?', every perfect square from 9 to 625) and cube roots of small perfect cubes ('∛64 = ?', for 8, 27, 64 and 125), typed on the number pad in live rounds and picked from three on paper. The child solves x² = p for a square's side and x³ = p for a cube's edge, typed in about half of live deals and 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 one live Level 6 item in 90 for √ and one in 180 for ∛; plain rounds never ask it). So 'Use square root and cube root symbols to represent solutions to equations of the form x² = p and x³ = p' and 'Evaluate square roots of small perfect squares and cube roots of small perfect cubes' are practiced. 'Know that √2 is irrational' is practiced at Rational & Irrational Level 1, where the child picks the irrational number from a √n (√2 is one of the fourteen roots dealt), a √(perfect square) and a rational decimal or fraction, and the 'any square root is whole' wrong answer to 'Why is √9 RATIONAL?' is answered with √2 = 1.414…, which never ends or repeats. Items are in English and Spanish. Not practiced: 'where p is a positive rational number'. Every p is a positive whole number; no x² = 4/9 or x³ = 0.008 is ever dealt. Also, every x² = p item is a side length and the explanation says 'a side length is positive', so the negative solution of x² = p is never represented. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: where p is a positive rational number |
| 8.EE.A.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 as a single digit times a power of ten and asks how many times as much one is than the other: '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 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. 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. 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. Every answer is picked, in English and Spanish. Not practiced: 'to estimate very large or very small quantities'. Every quantity arrives exact or already written as a digit times a power of ten, and every quotient comes out exact. No item gives a messy quantity, such as a population of 331,449,281, and asks the child to estimate it as a single digit times a power of ten, and none ends in an estimate like Louisiana's 'more than 20 times larger'. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: to estimate very large or very small quantities |
| 8.EE.A.4 | PARTIAL | rootsSciNotationQ forms 2-3 (multiply; units and context); sciTimesAndUnitsQ (how-many-times quotients; re-express a measurement in a chosen unit); sciSmallUnitsQ forms 1-2 (choose the sensible unit; calculator E-notation) (all expressions L6) 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 bacterium is about 2 × 10^-6 meters long. Which unit reports it most sensibly?' (micrometers, beside kilometers and meters); '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 hair is about 0.00007 m wide. Which measurement uses a unit of SENSIBLE size for it?' (7 × 10^1 micrometers); 'A calculator shows 4.7E−5. What number is that?' (0.000047), and 4.7E5 read as 470000. ▶ Play a live item from this skill |
Two of the 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) = ?' → 6 × 10^7, about one Level 6 item in twelve). Division happens in the how-many-times items (6 × 10^8 people against 2 × 10^5 → 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. Choosing units of appropriate size is practiced: the child picks the sensible unit for a very large or very small measurement (micrometers for a 2 × 10^-6 m bacterium, nanometers for a virus, and more contexts) and picks 7 × 10^1 micrometers as the sensible framing of a hair's 0.00007 m width. The technology sentence 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: addition and subtraction in scientific notation, which 'Perform operations' includes, and 'including problems where both decimal and scientific notation are used': no operation combines a number written as a decimal with one in scientific notation, such as 0.0003 × (2 × 10^5); the two notations meet only when one number is changed from one form to the other, the nearest being the fixed hair item, where 0.00007 m is picked as 7 × 10^1 micrometers (a change of unit and form, not an operation on two numbers). The child never writes a number in scientific notation; every answer is a choice. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. |
| 8.EE.B.5 | PARTIAL | functionsQ L5 form 2 (plot a proportional line, then pick what (1, k) tells); functionsQ L5 form 0 (rise per step of 1); proportionalGraphQ form 1 (ratios L8, a Grade 7 level); functionsQ L2 and L5 form 4 (comparisons, not proportional); explainQ xp-unit-rate-slope (Writing Coach, ratios L8) Functions Level 5: 'Plot the proportional line: (0, 0), (1, k), (2, 2k), (3, 3k).' on a 9 x 9 tap grid that joins the points, then 'What does the point (1, k) tell you?', with the key in one of three wordings ('the unit rate of the line: k', 'the unit rate: y grows by k when x grows by 1', 'the unit rate, which is k') against misreadings of (1, k) as where the line ends and of k as the number of points. Another Level 5 form plots three listed points of a line and asks 'How much does y RISE each time x grows by 1?'. Ratios Level 8: 'The graph shows the cost y (dollars) of x tickets. What does the point (1, k) mean?'. With Writing Coach on: 'A graph of a proportional relationship goes through (0, 0) and (4, 10). Explain what the slope is and what it means as a unit rate.' Picked, in English and Spanish. ▶ Play a live item from this skill |
At Functions Level 5 (one form in five) the child graphs a proportional line by tapping the four listed points (0, 0), (1, k), (2, 2k), (3, 3k), then picks what the point (1, k) tells: the unit rate, against reading (1, k) as where the line ends or k as the number of points. The explanation says that rate is also the slope, the climb for every step of 1. Another Level 5 form has the child pick how much a plotted line rises per step of 1, and at Ratios Level 8 (a Grade 7 level) the child picks what (1, k) means on a drawn ticket-cost line. So 'Graph proportional relationships, interpreting the unit rate as the slope of the graph' is practiced, by tapping listed points and picking the meaning; the child graphs only points the prompt lists, never from an equation or a description. With Writing Coach on (a district-enabled paid feature), the child also explains what the slope of a proportional graph through (0, 0) and (4, 10) means as a unit rate. Not practiced: 'Compare two different proportional relationships represented in different ways.' Both two-function comparisons (Functions Level 2, a table against an equation; Level 5, a plotted line against an equation) set one function against y = mx + b with b at least 1, which is not proportional, and they print both rates in the answer choices. The Ratios Level 6 better-buy item compares two unit prices given the same way, in words. No distance-time graph is compared with a distance-time equation, as Louisiana's example asks. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Compare two different proportional relationships represented in different ways. |
| 8.EE.B.6 | PARTIAL | functionsQ L5 form 3 (slope triangles); proportionalGraphQ form 0 (ratios L8, a Grade 7 level); explainQ xp-slope-same and xp-prop-vs-nonprop (Writing Coach, functions L2-L4) Functions Level 5: 'Plot these points of a line: (0, 0), (2, 2m), (4, 4m).' (m = 1 or 2), then 'Compare rise÷run from (0, 0) to (2, 2m) and from (2, 2m) to (4, 4m). What do the two slope triangles show?', picking 'the slope is the same everywhere — the triangles are similar' (or one of two other wordings) against 'the slope changes …' and 'the slope depends on the points you pick …' choices. Ratios Level 8: 'The graph shows the cost y of x tickets. Which equation gives the relationship?' (y = kx). With Writing Coach on: '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 |
At Functions 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 grows with x or depends on the points chosen. So the similar-triangles reason is recognized by choice, on lines through the origin with slope 1 or 2, and the explanation is shown after the answer. Only with Writing Coach on (a district-enabled paid feature) does the child write why the slope of y = 3x is the same between (1, 3) and (2, 6) as between (2, 6) and (5, 15); that is the only explaining, and it is Writing-Coach-only. For y = mx, the child picks y = kx for a drawn proportional cost line at Ratios Level 8 (a Grade 7 level). Not practiced: 'Use similar triangles to explain why the slope m is the same …', because outside Writing Coach the child picks; and 'derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b', because no item has the child derive either equation. The form y = mx + b appears only in explanations (after the Functions Level 5 y-axis-crossing item and the Functions Level 4 kayak item) and in a Writing Coach prompt comparing y = 3x with y = 3x + 5, where both equations are given. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. |
| 8.EE.C.7 | PARTIAL | equationsG8Q (equations L8): kind 0 (x on both sides), decimal-coefficient form, distributiveEqQ (typed expansion or typed x = … in some live deals), rationalBracketEqQ; 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, a negative solution 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 the solution ('Solve 3(x − 2) + 2x = 19. Write 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 |
Part b (8.EE.C.7b) is practiced at Equations Level 8, in English and Spanish. The child solves equations with x on both sides (6x + 5 = 3x − 4, with a negative solution in half the deals), with decimal or fraction coefficients (0.5x + 3 = 7, 1.5x + 2 = 11, (1/4)(x + 2) = 3), and with brackets to expand and like terms to collect (3(x − 2) + 2x = 19, 0.25(x − 4) + x = 9). Most are picked as x = … from three; in some live deals the child types the expanded left side (5x − 6) or types x = …. The rational coefficients are always positive decimals or unit fractions. Part a (8.EE.C.7a) is not practiced as Louisiana writes it. The special 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, and no special-case equation needs simplifying first (such as 3(x + 2) = 3x + 6). The child never gives an example of each kind and never writes the chain of simpler equations down to x = a, a = a or a = b: the explanation shown after the answer does the subtraction ('Subtract 4x from both sides and 3 = 7 remains'). Louisiana prints part a inside this row, so the row is PARTIAL. (26OCT2026 Louisiana build) Blocking clause: a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers). |
| 8.EE.C.8 | PARTIAL | systemsQ (equations L9): graph forms (both lines plotted, or y = mx + b pre-drawn), plain solve, count solutions; equationsG8Q kind 3 gym (equations L8, nearest word problem); explainQ xp-system-intersection / xp-system-count (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, then 'Where do your two lines cross — the system's solution?' (picked from three; the wrong choices lie on one line only). In another live form y = mx + b is already drawn and the child plots y = x + c. 'Solve the system: y = 3x + 1 and y = x + 7.' ((3, 10), beside a point on one line only, the pair written backwards or a point one square off). '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?' (5). 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 |
Equations Level 9 practices systems, in English and Spanish. Part a (8.EE.C.8a, 'Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously') is practiced by choice: in about one live Level 9 item in eight the child graphs both lines (or one, with the other drawn) by tapping two dictated points of each and picks the crossing as the solution, against points that lie on only one line, and the explanation says the solution lives on BOTH lines; in plain solves the note on each wrong choice checks it against both equations. Part b (8.EE.C.8b) is practiced in part. About half of Level 9 items ask the child to solve a system exactly, picked from three, and the explanation sets the two y's equal; in about one item in three the child solves simple cases by inspection, comparing slopes and intercepts (the same slope with different intercepts gives none, the same line gives infinitely many, different slopes give one). Limits: every system is y = mx + b against y = x + c, already solved for y, never like Louisiana's 3x + 2y = 5; every solution is a whole-number point, so a graphed solution is read exactly and never estimated; the no-solution and infinitely-many cases are never graphed; and plain rounds (printed sheets and placement) never graph. Part c (8.EE.C.8c) is not practiced: no problem leads to two equations in two variables, and no item gives two pairs of points and asks whether the lines through them meet, as Louisiana's example does. The nearest item, the Equations Level 8 two-gym question, is picked and solved as one equation. With Writing Coach on (a district-enabled paid feature) the child writes why a crossing point solves both equations, and how to tell without graphing that y = 2x + 1 and y = 2x + 5 have no solution; that is Writing-Coach-only evidence. Not practiced: 'estimate solutions by graphing the equations' and 'Solve real-world and mathematical problems leading to two linear equations in two variables'. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: estimate solutions by graphing the equations … c. Solve real-world and mathematical problems leading to two linear equations in two variables. |
| 8.F.A.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 tests the first sentence from both sides, in English and Spanish. Three (input, output) pairs are listed with 'Is this a function?', and both cases are dealt. When the pairs are a function, the main wrong answer is the legal case of two inputs sharing an output; when they are not, the key is that one input has two outputs. Each option comes in three wordings of different lengths, so length does not mark the key, and the explanation says the function rule polices the inputs. Louisiana's verb is 'Understand', which asks for no written explanation, so these choice items do practice 'a function is a rule that assigns to each input exactly one output'. The second sentence is not practiced: every function question is posed from a three-pair list, never from a graph. The nearest practice is at Functions Level 5, where one form in five opens 'Function A (graph) — plot its points: (0, b), (1, b + m), (2, b + 2m).' and the child taps the three dictated ordered pairs to draw that function's graph; but the pairs are given, nothing is asked about them, and no item there calls them inputs and outputs or asks whether a graph shows a function. No function notation is used, which Louisiana says is not required in this grade. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. |
| 8.F.A.2 | PARTIAL | functionsQ L2 (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 the rate of change is the only property compared. At Functions Level 2 an equation is compared with a table, which is Louisiana's own example (a table of values against an algebraic expression: which has the greater rate of change); 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'; 'A — it climbs 3 per step; B only 2'), so the child only has to know that 'grows faster' means the larger rate and not the higher start, and never reads the rate off the table, the graph or the equation. No other property, such as the starting value or where the two meet, is compared, a verbal description is never one of the two forms, and one side is always an equation. With Writing Coach on (a district-enabled paid feature) the child describes how y = 3x and y = 3x + 5 are alike and different, both given as equations. So 'Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions)' is met for one property only, the rate of change, by picking the larger of two printed rates. Not practiced: comparing any other property, reading a property out of either representation, and a verbal description as one of the two forms. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). |
| 8.F.A.3 | PARTIAL | functionsQ L3 (table: linear or not); qualitativeGraphQ linear/nonlinear form (functions L3, 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 (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. ▶ Play a live item from this skill |
Louisiana's second clause, 'categorize functions as linear or nonlinear when given equations, graphs, or tables', is practiced for two of its three forms at Functions Level 3, in English and Spanish. From tables (most Level 3 items) the child decides whether a three-row table is linear (a constant step of +m) or not (x² + b, growing jumps); only the key ever mentions a step ('yes — it climbs m each step', 'no — the per-step change keeps growing'), so the choices can give the verdict away. From graphs (about one Level 3 item in nine) the child calls a drawn graph linear or nonlinear; it is always the line from (0, 0) to (4, 8) or the curve through (0, 0), (1, 1), (2, 4), (3, 9), the points of Louisiana's own A = s² example. The nonlinear case is always x² (+ b). Not practiced: categorizing from an equation, because no item shows an equation and asks whether its function is linear; and 'Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line', because no item shows y = mx + b and asks what its graph is. Equations in y = mx + b form are otherwise only read for their numbers (what a number means in the Level 4 kayak item; slopes and intercepts compared in the Equations Level 9 count-the-solutions item) or graphed from two dictated points that the grid joins into a line (the Equations Level 9 graph forms); no item asks the child to interpret such an equation as a linear function or to say what its graph is. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; categorize functions as linear or nonlinear when given equations |
| 8.F.B.4 | PARTIAL | functionsQ L4 kayak; functionsQ L5 forms 0-2 (rise per step; y-axis crossing; what (1, k) tells); twoVarRelationQ table write (equations L6, Grade 6); expressionsQ L3 ticket-cost write (Grade 6); 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. After plotting 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, and on a proportional line picks what (1, k) tells. In Grade 6 items the child types d = kt or d = t + k from a table, and types a ticket cost such as 5b + 3 from 'Each ticket costs $5 and you pay a flat $3 for shipping.' 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 |
The interpreting sentence is practiced in part. In a situation: at Functions Level 4 (about two items in three outside Writing Coach) the child picks what either number of a printed kayak rental y = mx + b means, the cost of each hour or the starting cost, against 'the maximum number of hours you can rent'; the two numbers are never equal, so exactly one answer is right. On a graph: at Functions Level 5 the child plots listed points, with (0, b) and (1, b + m) among them, and picks the rise per step of 1 and the y-axis crossing from three numbers, and picks that the point (1, k) of a proportional line shows the unit rate; those lines have no situation. Those Level 5 items are also the only practice of determining the rate of change and initial value, and they meet only the 'reading these … from a graph' part: the graph is the child's own plot of dictated points that start at (0, b) and step by 1, so both values can be read straight off the prompt. No item asks what the rate or the starting value means in a table of values, and every meaning is picked. 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. Not practiced: 'Construct a function to model a linear relationship between two quantities' at a Grade 8 level, since the only typed models are two Grade 6 items (at Expressions Level 3 the child types a ticket cost such as 5b + 3 from a description; at Equations Level 6 the child types d = kt or d = t + k from a table), and under the standing rule a level shared with a lower grade does not carry a Grade 8 row to FULL; and 'Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values', since no item gives a description, or two (x, y) values other than Level 5's dictated (0, b) and (1, b + m), and asks for the rate or the starting value. The table comparison at Functions Level 2 prints both rates in its answer choices, so it is not counted as reading a rate from a table. English and Spanish. PARTIAL. (26OCT2026 Louisiana 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.F.B.5 | PARTIAL | qualitativeGraphQ (functions L3, about one L3 item in three) A drawn distance-against-time line graph: rising, then flat, then falling back to 0 or rising again. 'The graph shows Leo's distance from home. Which story does it tell?' ('he walked out, rested, then walked back home' or 'he walked out, rested, then kept walking farther', against 'he walked faster and faster without stopping'); 'The graph shows Ivy's walk. During which interval was she STANDING STILL?' (the flat interval, from three). A third form asks 'Look at the graph. Is the function LINEAR or NONLINEAR?'. Picked, in English and Spanish. |
At Functions Level 3, about one item in three shows a drawn line graph. In two of every three of those (about two Level 3 items in nine) it is a distance-against-time walk that rises, runs flat, then falls back to 0 or rises again, and the child picks the story it tells from three (walked out, rested, then walked home or kept going, against 'walked faster and faster without stopping'), or picks the interval when the walker stood still; in the rest (about one Level 3 item in nine) the child says whether a drawn graph is linear or nonlinear. These practice analyzing a graph for where it increases, decreases or stays level and whether it is linear, the features Louisiana names. Every answer is picked, in English and Spanish, and choosing a ready-made story is not describing, so the child never describes the relationship in their own words. Every journey graph is a walk at steady speeds. The sketch sentence has no item: no item gives a verbal description and has the child sketch a graph, and the tap grid only plots points the prompt lists. Not practiced: describing the relationship (it is only picked), and 'Sketch a graph that exhibits the qualitative features of a function that has been described verbally.' PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Describe qualitatively the functional relationship between two quantities by analyzing a graph …; Sketch a graph that exhibits the qualitative features of a function that has been described verbally. |
| 8.SP.A.1 | PARTIAL | statisticsQ L8 -> scatterQ (kind 1 construct; kind 0 association read; plain-mode pair list) Construct: 'Construct the scatter plot — plot each (hours studied, quiz score) pair: (1, 2), …' The child taps five listed pairs onto a 9 x 9 grid, scored on the exact set of points, then 'Now read YOUR plot: what pattern of association do the points show?'. Interpret: a shown eight-point plot asks 'What pattern of association do the points show?'. The choices are 'POSITIVE association — as x grows, y tends to grow', 'NEGATIVE association — as x grows, y tends to drop' and 'NO association — the points follow no trend'. Plain mode lists the pairs and the association is picked. Twelve contexts: four rising, four falling, four patternless. English and Spanish. ▶ Play a live item from this skill |
Data & Statistics Level 8 serves scatter plots on a tap grid, in English and Spanish, with contexts such as hours studied against quiz score. To construct, the child plots five listed (x, y) pairs and is scored on the exact set of points, then answers 'Now read YOUR plot: what pattern of association do the points show?' (about two Level 8 items in five). To interpret, a shown eight-point plot asks 'What pattern of association do the points show?', and the child picks positive, negative or no association. In plain mode (printed sheets and placement) the pairs are listed and the association is picked. So 'Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities' is practiced, constructing from listed points. Not practiced: the point clouds only rise in a straight band, fall in a straight band, or show no pattern, so clustering, outliers and nonlinear association never appear, and the child is never asked whether an association is linear. The child picks a pattern from three given descriptions and never describes it. The unpracticed clause is 'Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.' PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. |
| 8.SP.A.2 | PARTIAL | statisticsQ L8 -> scatterQ kind 2 (candidate-line form; model-line form) 'Scatter plot with a candidate line: practice minutes (x) vs. free throws made (y).' then 'Does the orange line fit the cloud's trend?' The three options are that the line runs the same way the points do, that it runs against the way the points go, and '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: 'The orange line models the data. What does its slope tell you?'. Picked, in English and Spanish. ▶ Play a live item from this skill |
At Data & Statistics Level 8 an orange line is sometimes drawn over an eight-point scatter plot. In one form (about one Level 8 item in nine) it is a candidate line and the child is asked 'Does the orange line fit the cloud's trend?', picking from three: 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, which touches 'Know that straight lines are widely used to model relationships between two quantitative variables'. Both forms are in English and Spanish, with rising or falling clouds only. Not practiced: 'informally fit a straight line', because the child never places a line and the drawn line is always one of the grid's two diagonals; and 'informally assess the model fit by judging the closeness of the data points to the line', because fit is judged only by direction, never by how close the points lie to the line. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line |
| 8.SP.A.3 | PARTIAL | statisticsQ L8 -> scatterQ kind 2 model-line form; functionsQ L4 (kayak-rental item; xInterceptQ) as nearest practice with fixed rules; explainQ xp-linear-params (Writing Coach, functions L2-L4) Data & Statistics Level 8: '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?' ('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'). Functions Level 4: 'A kayak rental costs y = 15x + 20 dollars for x hours. What does the 20 represent?'; 'Savings: y = 24 − 4x (dollars after x weeks). Where does the graph cross the x-axis?' or 'What does that point MEAN?'. Picked, in English and Spanish. With Writing Coach on: the child explains the 40 and the 60 in a plumber's y = 40x + 60. ▶ Play a live item from this skill |
A model of data appears only at Data & Statistics Level 8, in about one item in nine: a line is drawn over an eight-point scatter plot and the child picks what its slope says in context, for example 'each extra 1 of hours of sleep brings ABOUT 1 more energy rating', which is the kind of reading in Louisiana's example (an extra hour of sunlight associated with 1.5 cm more plant height). That line has no equation, its slope is always 1 or −1, and its intercept is never asked. At Functions Level 4 the child picks what each number of a printed rule means ('A kayak rental costs y = 15x + 20 dollars for x hours. What does the 20 represent?') and finds or interprets where a savings rule such as y = 24 − 4x crosses the x-axis; those are fixed price and spending rules, not models of bivariate measurement data, so they are only the nearest practice. 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. English and Spanish; every answer is picked. Not practiced: 'Use the equation of a linear model to solve problems in the context of bivariate measurement data', because no item uses a fitted model's equation to predict or solve, and interpreting the intercept of a model of data. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the … intercept |
| 8.SP.A.4 | PARTIAL | statisticsQ L7 -> twoWayTableQ kinds 0-7; Writing Coach explain xp-association (same entry point, Writing-Coach-only) A filled two-way table of counts: 'Two-way table — class survey', rows Owns bike / No bike, columns Plays sport / No sport. Picked from three: the grand total; the bike-AND-sport cell; the neither cell; a row total; a column total; 'Among the bike owners, which is more common?'; 'Of the students WHO OWN a bike, what fraction plays a sport?' (row denominator, with the grand total and the column as wrong denominators); 'Of the students WHO PLAY a sport, what fraction owns a bike?' (column denominator). With Writing Coach on: 'A two-way table shows: of 40 students with a pet, 30 walk daily; of 40 without a pet, 10 walk daily. Describe the possible association between having a pet and walking daily, using the numbers.' English and Spanish. ▶ Play a live item from this skill |
At Data & Statistics Level 7 the child reads a filled two-way table from a class survey (Owns bike / No bike against Plays sport / No sport), in English and Spanish, with counts only. The child picks the grand total, the bike-AND-sport cell, the neither cell, a row total, a column total, or which is more common within the bike row, and finds a relative frequency for one row or one column ('Of the students WHO OWN a bike, what fraction plays a sport?', 'Of the students WHO PLAY a sport, what fraction owns a bike?', about one Level 7 item in four), with the other denominators as wrong answers. So interpreting a two-way table, and calculating a row or column relative frequency, are practiced. Not practiced: the table always arrives filled in, so the child never constructs one from data; relative frequencies are never displayed in a table, so 'Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table' is met only in part; and no picked item compares relative frequencies across rows or columns to describe possible association, as Louisiana's curfew-and-chores example asks. The only association item is a Writing Coach prompt (a district-enabled paid feature): 'Describe the possible association between having a pet and walking daily, using the numbers' (30 of 40 against 10 of 40). That is one fixed prompt and Writing-Coach-only evidence, so it does not lift the row. PARTIAL. (26OCT2026 Louisiana build) Blocking clause: Construct … a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. |
| Code | Verdict | Evidence (generator · forms) | Notes |
|---|---|---|---|
| RL.6.1 | PARTIAL | comprehensionSaplingQ L6 (p6-secondlap items 2 and 4, p6-static item 2, p6-lanterngirl item 2); writingCoachQ L4 (Writing Coach only) -> WRITE_PROMPTS wp-six-analyze, served in WriteBox The child reads a Grade-6 story on their own (it is not read aloud automatically) and picks one of three answers, in English or Spanish: 'Why does Jonah smile at the end?' (He overcame the part of himself that wanted to quit.); 'What does Priya's passing "without looking over" suggest about her?' (She is focused entirely on her own race.); 'What does the brother giving up his turn "without being asked" reveal?' (He cares more about sharing the sight than keeping it.); 'What does the detail that money "was shirts" reveal about the family's world?'. The line that proves the answer is quoted in the explanation shown after the child answers. With Writing Coach on, wp-six-analyze asks: 'Think of a story or book you finished this year. In one paragraph, name its theme — the idea underneath the plot — and defend your reading with two specific moments from the story.' ▶ Play a live item from this skill |
Louisiana asks the child to cite relevant textual evidence for both what a story says outright and what it implies. Both kinds of question are asked on the Grade-6 stories: what the text says (Jonah smiles 'because the voice that said stop had lost') and what it implies (what Priya's passing 'without looking over' suggests, what the brother's giving up his turn reveals, what money that 'was shirts' says about a family sewing piecework at home). Each answer is picked from three. No Grade-6 story item asks the child to pick or give the evidence: the supporting line is quoted in the explanation only after the child answers. Below grade 6, which this page does not count, comprehension levels 4 and 5 (Grades 4-5 work, English mode) have the child pick the quote that supports a point about a story of a few sentences ('Which quote shows that the town remembered Mr. Okafor's kindness?'). Choosing relevant evidence ('Which detail supports the claim that the disguise happens fast?', 'Which piece of evidence SUPPORTS the claim?') is asked only on the informational passages, which RI.6.1 credits. With Writing Coach on (a district-enabled paid feature scored by an AI judge), the child defends a story's theme with two specific moments, which is citing evidence for an analysis, but the story is one the child picks outside the app, so the judge cannot check the moments against it, and a clause met only through Writing Coach never makes a row FULL. Louisiana's word 'relevant' is not in the Arizona and Kansas twins; it does not change the verdict. Unpracticed in the reading items: 'Cite relevant textual evidence to support analysis'. (26OCT2026 Louisiana build) Blocking clause: Cite relevant textual evidence to support analysis |
| RL.6.2 | PARTIAL | comprehensionSaplingQ L6 (p6-secondlap items 1 and 6, p6-static item 5); writingCoachQ L4 (Writing Coach only) -> WRITE_PROMPTS wp-six-analyze, served in WriteBox 'Which sentence best states the passage's theme?' on 'The Second Lap' (Beating the urge to quit can matter more than beating an opponent.), against 'Practice guarantees victory…' and 'Fast runners never feel pain…'. 'Which is the BEST summary of the passage?' on 'The Second Lap' and 'Static': the right option retells the start, the turn and the ending ('Jonah loses the lead and the race to Priya, but matches her pace to the finish and is glad he beat the urge to quit.'); the wrong options are a moral ('Never give up, even when a race seems lost, because the effort you make matters more than the place you take.'), a single detail, or an invented event. All are 3-option picks, in English and Spanish. With Writing Coach on, wp-six-analyze asks for a paragraph that names a story's theme and defends it with two specific moments; one rubric line is 'Explains HOW each moment shows the theme'. ▶ Play a live item from this skill |
'The Second Lap' asks for its theme directly ('Which sentence best states the passage's theme?'), picked from three, and so does 'Enough of Each', added on 31 Oct 2026 and not yet audited as evidence. How the theme of 'The Second Lap' is conveyed through particular details (the smile after losing, 'the voice that said stop had lost') is explained to the child only after they answer; no reading item asks for it. Three stories ask for a summary by choice ('The Second Lap', 'Static' and, added on 31 Oct 2026 and not yet audited as evidence, 'Enough of Each'). On 'The Second Lap' one wrong option is a moral ('Never give up…'), and the explanation tells the child that this is a theme, not a retelling, so keeping a summary apart from a judgment is practised, but only by recognizing it. No item or writing prompt asks the child to provide a summary in their own words. With Writing Coach on (a district-enabled paid feature scored by an AI judge), the child explains how two moments of a story show its theme, but the story is one the child picks outside the app, no prompt asks for a summary, and Writing Coach alone never makes a row FULL. Unpracticed: 'how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments'. (26OCT2026 Louisiana build; note refreshed 31OCT2026) Blocking clause: how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments |
| RL.6.3 | PARTIAL | comprehensionSaplingQ L6 (p6-secondlap items 2 and 6, p6-static items 1, 2, 4 and 5) 3-option picks on the Grade-6 stories: 'Why does Jonah smile at the end?' (He overcame the part of himself that wanted to quit.); 'From whose point of view is the story told, and why does that matter?' (The skeptical sibling's — so the reader feels the annoyance turn into wonder.); 'What does the brother giving up his turn "without being asked" reveal?'; 'Why is the silence at the end "exactly enough"?'; and 'Which is the BEST summary of the passage?' on 'The Second Lap' and 'Static', whose right option follows the start, the turn and the ending. ▶ Play a live item from this skill |
How characters respond or change as a story moves toward its resolution is asked by choice: Jonah beats the voice that wanted him to quit and smiles after losing; the narrator of 'Static' moves from annoyance to wonder; the brother gives up his turn without being asked. On three stories ('The Second Lap', 'Static' and, added on 31 Oct 2026 and not yet audited as evidence, 'Enough of Each') the 'BEST summary' items have the child pick the retelling that follows the whole arc (start, turn, ending) over a single detail or an invented event; that is the only contact with the plot's sequence. No item asks how one episode leads to the next, and the Grade-6 set has no drama. 'Describe' is met only by picking one of three answers, which this report never counts as describing, so neither half is described: the character half is identified by choice, and the plot half only by recognizing a whole-arc summary. Unpracticed: 'Describe how a particular story’s or drama’s plot unfolds in a series of episodes'. (26OCT2026 Louisiana build; note refreshed 31OCT2026) Blocking clause: Describe how a particular story’s or drama’s plot unfolds in a series of episodes |
| RL.6.4 | PARTIAL | comprehensionSaplingQ L6 (p6-secondlap item 3, p6-static item 3, p6-lanterngirl item 2) In a story, 3-option picks: "In this passage, 'rehearsed' most nearly means…" (practiced in advance); "The comparison 'like a held breath' makes Saturn feel…" (still, fragile, and worth not disturbing); "What does the detail that money 'was shirts' reveal about the family's world?" (the household earns by piecework done at home, a common arrangement of that era). Nearest for connotation: Vocabulary level 6 asks 'Both words can describe the same behavior. Which has the more NEGATIVE connotation…' on standalone word pairs, with no text around them. ▶ Play a live item from this skill |
The stories ask what words and phrases mean as they are used. In 'The Second Lap', 'rehearsed' most nearly means 'practiced in advance', set by the context 'in his head all week'. Figurative meaning is asked on two audited items: money that 'was shirts' in 'The Lantern Schedule' is read as a figure for sewing paid by the piece, and the simile 'like a held breath' makes Saturn feel 'still, fragile, and worth not disturbing', which is also the one item on the impact of a specific word choice on meaning and feeling. 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'. Connotative meaning in a text is never asked: the connotation pairs at Vocabulary level 6 (thrifty and stingy, curious and nosy) are standalone words, while Louisiana asks for meanings 'as they are used in a text'. Held PARTIAL on the connotative half of 'including figurative and connotative meanings'. The word-choice-and-tone clause rests on that one fixed item and is never put in the child's own words. (26OCT2026 Louisiana build; note refreshed 31OCT2026) Blocking clause: including figurative and connotative meanings |
| RL.6.5 | FULL | comprehensionSaplingQ L6 (p6-secondlap item 5, p6-static item 4, p6-lanterngirl item 3) "How does the question 'the race was already decided, wasn't it?' work in the story?" (It lets the reader hear the tempting voice Jonah must defeat.) "Why is the silence at the end 'exactly enough'?" (The shared moment says what months of talking could not; the explanation names the reversal of the noisy opening.) "Why does the story end with the electric bulbs 'in every room'?" (the contrast measures how much her children's world differs from hers). All are 3-option picks, in English and Spanish. ▶ Play a live item from this skill |
Three of the questions ask how a particular sentence fits into the overall structure of a story and what it develops. In 'The Second Lap', the doubting question 'the race was already decided, wasn't it?' stages the voice Jonah must defeat, which builds the theme and sets up the plot's turn; the wrong options misread it as the narrator not knowing the ending or as a request to check the results. In 'Static', the closing silence answers the noisy opening ('Nebulas at dinner. Moons during cartoons.'): the right answer, that the shared moment says what months of talking could not, ties the last line to the first. In 'The Lantern Schedule', the closing line about electric bulbs 'in every room' builds the 1911 setting by contrast. The generator deals one of twelve passages and then one of its questions, so these three come up about one time in seventeen Grade-6 reading-comprehension questions. Louisiana's wording is the Arizona statement word for word (the Kansas statement differs only by two commas); it was FULL on both pages, where on the Arizona page it survived two refute-first reviewers. Re-checked here against the Louisiana text and the source: 'analyze' is performed by choosing which job the sentence does against wrong jobs, and each 'or' list is met (a sentence; theme, setting and plot). Weakness: only the sentence scale of 'sentence, chapter, scene, or stanza' appears, because the Grade-6 passage set has no drama and no poem. (26OCT2026 Louisiana build; note refreshed 31OCT2026) |
| RL.6.6 | PARTIAL | comprehensionSaplingQ L6 (p6-static item 1) 'From whose point of view is the story told, and why does that matter?' The child picks 'The skeptical sibling's — so the reader feels the annoyance turn into wonder' over the brother's point of view and a scientist's. 3-option pick. Nearest otherwise: on 'The Second Lap', 'How does the question "the race was already decided, wasn't it?" work in the story?' (It lets the reader hear the tempting voice Jonah must defeat.), whose explanation notes that the question sits inside Jonah's head. ▶ Play a live item from this skill |
Point of view is asked on one story, 'Static': the child picks whose point of view tells it (the skeptical first-person sibling) and why that matters (the reader feels annoyance turn into wonder). The child picks why the point of view matters, not how the author builds it (the first-person 'I', the details the tired narrator notices, 'for once'), and that is explained only after the answer. On 'The Second Lap' an item asks how a question inside Jonah's head works, which touches the narrator's access to his thoughts, but it asks about the sentence's job, not about point of view. 'Explain' is never met by choosing. The 'Static' item comes up about once in 60 Grade-6 reading questions. Unpracticed: 'Explain how an author develops the point of view'; the narrator's point of view itself, and what it does for the reader, is identified by choice on 'Static'. (26OCT2026 Louisiana build; note refreshed 31OCT2026) Blocking clause: Explain how an author develops the point of view |
| RL.6.7 | NOT COVERED | — | Louisiana asks the child to compare the experience of reading a story, drama or poem with listening to or watching an audio, video or live version, including what they 'see' and 'hear' while reading against what they perceive when they listen or watch. Every Grade-6 passage carries an optional 'Read to me' button (the read-along player reads it aloud while each word highlights), so a child can hear the same text, but no item asks for a comparison, and there is no video or live version. The listen-first stories are dealt only at comprehension levels 1 to 3, and none of them compares reading with listening either. Below grade 6, which this page does not count, one Grade-5 comprehension item (level 5) sets a line from a book beside written stage directions for a play version and asks 'How does the DRAMATIZATION show what the book TELLS?' (Her worry becomes actions and sounds instead of narrated thoughts). The child reads both versions; nothing is heard or watched, and the item asks how a play renders a line, not how reading a text differs from listening to or watching it, so it is not credited. Not practised; the verdict is not stretched to cover a multimedia gap. (26OCT2026 Louisiana build) Blocking clause: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. |
| RL.6.9 | PARTIAL | comprehensionSaplingQ L6 (p6-storm items 1-4) 'Two Views of the Storm' shows Passage A (from Leo's journal) beside Passage B (a town news brief) about the same storm. 3-option items: 'How do the two passages differ in PURPOSE?' (A shares one person's experience; B reports facts for the public.); 'Which detail appears in BOTH passages?' (The power came back around sunrise.); 'How do the TONES of the two passages compare?' (A is warm and personal; B is neutral and factual.); 'What can a reader learn ONLY from Passage B?' (How many homes lost power.) ▶ Play a live item from this skill |
Two texts in different forms sit side by side: a personal journal entry and a town news brief about the same storm and power outage. The child compares how each approaches that shared topic, by purpose, by tone, by what both report and by what only one tells, all picked from three. Held PARTIAL for two reasons. Approaches to a similar theme are never compared: the journal's idea (the dark hours drew the family together, and the returning light 'felt rude') is never set against the news brief, and no item names a theme. And the pair is a journal against an informational report (so is the second pair, a travel journal beside a science-magazine article in 'Two Ways to Hear a Whisper', added on 31 Oct 2026 and not yet audited as evidence), not two literary forms such as Louisiana's examples ('stories and poems; historical novels and fantasy stories'); the Grade-6 set has no poem or drama. Each comparison is picked on a fixed pair and is never put in the child's own words. Unpracticed: the theme half of 'in terms of their approaches to similar themes and topics'. (26OCT2026 Louisiana build; note refreshed 31OCT2026) Blocking clause: in terms of their approaches to similar themes and topics |
| RL.6.10 | PARTIAL | comprehensionSaplingQ L6 (literary passages p6-secondlap, p6-static, p6-lanterngirl; journal half of p6-storm; passageSelfRead: true) The child reads a 99-162-word Grade-6 story on screen and answers one 3-option question about it per deal, in English or Spanish. The passage is not narrated automatically (the source marks it passageSelfRead: reading it yourself is the task), though an optional 'Read to me' button is there. The literature is four short stories ('The Second Lap', 'Static', 'The Lantern Schedule', set in a 1911 tenement, and 'Enough of Each', added on 31 Oct 2026) and two journals, each paired with an informational text (a news brief; a science-magazine article). ▶ Play a live item from this skill |
What the child does practise: at the Grade-6 level the child reads a short story independently and answers comprehension questions on theme, inference, word meaning, structure, point of view and summary. The stories run 99 to 162 words. Held PARTIAL. Louisiana asks for stories, dramas and poems; the Grade-6 set has stories only (poems and play scripts appear only in the K-5 reading levels, which are not counted here). Nothing places the texts in the grades 6–8 text complexity band, there is no longer work, and a practice app cannot show proficient reading 'by the end of the year'. The scaffolding is light: an optional read-aloud button and the explanation after each answer. The Kansas row with the same number is a conventions standard and was not used as a seed. Unpracticed: 'including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently'. (26OCT2026 Louisiana build; note refreshed 31OCT2026) Blocking clause: including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently |
| RI.6.1 | PARTIAL | comprehensionSaplingQ L6 (p6-octopus items 2 and 5, p6-quiet items 2 and 3, p6-ponyexpress item 4); writingCoachQ L4 (Writing Coach only) -> WRITE_PROMPTS wp-six-analyze-b, served in WriteBox The child reads a Grade-6 informational passage on their own and picks one of three options. Evidence items: 'Which detail supports the claim that the disguise happens fast?' (Each dot of color spreads or shrinks in a fraction of a second.; the wrong options are true details that support other points); 'Which piece of evidence SUPPORTS the claim?' and 'Which claim is NOT supported with evidence?' on 'The Case for Quiet Hallways'. Inference items: 'What can you infer about why two hearts serve the gills?' and 'Why did the Pony Express exist at all, given its short life? What about its TIME explains it?'. With Writing Coach on, wp-six-analyze-b asks: 'Pick something informational you read this year — an article, a chapter, a guide. In one paragraph, state its main idea and back your reading with two specific details from the text, explaining what each one shows.' ▶ Play a live item from this skill |
On the informational passages the child chooses the relevant evidence for a stated point: the octopus's disguise is fast because 'each dot of color spreads or shrinks in a fraction of a second', and the two wrong options are true details (the hearts, the lifespan) that support other points, so Louisiana's word 'relevant' is tested by choice. On the Quiet Hallways argument the child picks the evidence that supports the claim and the claim with nothing behind it. Inferences are asked too (why two of the octopus's hearts serve its gills; what about 1860 explains the Pony Express), but the evidence behind each inference appears only in the explanation shown after the child answers. Held PARTIAL on 'as well as inferences drawn from the text': no Grade-6 item asks the child to pick or cite the evidence for an inference, and in every reading item the evidence is selected from three rather than cited. Below grade 6, which this page does not count, comprehension levels 3 to 5 (English mode) deal 'Which quote supports the idea that careful learning led to the Wrights' success?' on a passage of a few sentences. With Writing Coach on (a district-enabled paid feature scored by an AI judge), the child backs the main idea of an informational text with two specific details, but the text is chosen outside the app, so the judge cannot check the details, and Writing Coach alone never makes a row FULL. (26OCT2026 Louisiana build) Blocking clause: as well as inferences drawn from the text |
| RI.6.2 | PARTIAL | comprehensionSaplingQ L6 (p6-octopus items 1 and 6); writingCoachQ L4 (Writing Coach only) -> WRITE_PROMPTS wp-six-analyze-b, served in WriteBox Two 3-option items on the octopus passage. 'What is the central idea of the passage?' (The octopus packs remarkable, unusual abilities into a short life.), against an overreach ('All sea animals can change color…') and a false claim ('Scientists already know everything…'). 'Which is the BEST summary of the passage?' (The passage explains the octopus's instant camouflage, its three hearts and blue blood, and why so much ability in a short life draws scientists.), against a one-detail summary and a claim the text never makes. With Writing Coach on, wp-six-analyze-b asks for a paragraph that states the main idea of an informational text and backs it with two details, 'explaining what each one shows'. ▶ Play a live item from this skill |
The child picks the central idea of an informational passage (the octopus packs remarkable, unusual abilities into a short life) and the best summary of the same passage, each from three. How the central idea is conveyed through particular details (camouflage, blue blood, three hearts, a brief life) is described in the explanation shown after the answer; no reading item asks the child for it. The summary is chosen, never written; its wrong options are a single detail and an invented claim (scientists 'have already given up'), so keeping a summary free of opinion is touched only by rejecting that claim. Central idea and summary are each asked on two informational passages: the octopus passage and, added on 31 Oct 2026 and not yet audited as evidence, 'The Color Underneath' (central idea) and 'Books on Horseback' (summary). With Writing Coach on (a district-enabled paid feature scored by an AI judge), the child states the main idea of an informational text and explains what two details show, but the text is chosen outside the app and no prompt asks for a summary; Writing Coach alone never makes a row FULL. Unpracticed: 'how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments'. (26OCT2026 Louisiana build; note refreshed 31OCT2026) Blocking clause: how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments |
| RI.6.3 | PARTIAL | comprehensionSaplingQ L6 (p6-octopus item 4, p6-quiet item 4) Two 3-option items. 'Why does the author most likely mention that the blood is blue?' (To build the case that the octopus is deeply unusual.; wrong: a warning to divers, how the camouflage works). 'Why does the author mention factory shifts?' (To show the bell is a leftover habit, not a choice made for children.; wrong: factory noise, cost). Nearest otherwise: 'Which piece of evidence SUPPORTS the claim?' picks the chime-district example as evidence. ▶ Play a live item from this skill |
How an idea is elaborated is asked directly. After 'The disguise is only the start of its strangeness', the octopus passage's blue blood is the next piece of the case that the animal is unusual, and the child picks that job from three. The Quiet Hallways author mentions factory shifts to show the bell is a leftover habit, not a choice made for children. Held PARTIAL: no audited item asks how an individual, event or idea is introduced (the octopus passage's opening, 'An octopus can vanish without moving', is never asked about), and the district that switched to a three-note chime is picked as evidence but never analysed as an illustration of the idea. Two fixed picked items are not analysis 'in detail'. Added on 31 Oct 2026 and not yet audited as evidence: 'Books on Horseback' asks why the author mentions the scrapbooks of recipes and quilt patterns, and 'The Color Underneath' asks why the author opens by saying the maples 'seem to repaint themselves'. The row stays at its audited verdict until a refute-first two-auditor re-check counts the new items. Louisiana's 'elaborated' is the Kansas word where Arizona says 'developed'; the meaning is the same. Unpracticed: 'Analyze in detail how a key individual, event, or idea is introduced, illustrated'. (26OCT2026 Louisiana build; note refreshed 31OCT2026) Blocking clause: Analyze in detail how a key individual, event, or idea is introduced, illustrated |
| RI.6.4 | PARTIAL | comprehensionSaplingQ L6 (p6-octopus item 3, p6-ponyexpress item 3) Two 3-option items. 'Based on the passage, chromatophores are…' (pigment sacs in the skin that muscles can spread or shrink; the passage defines the word beside it). "The text says the riders were 'beaten not by faster horses, but by a wire.' What does that FIGURE of speech mean here?" (a new technology, not a rival service, ended the Pony Express; the wrong options read the wire literally, as a blocking fence or a finish line). Nearest for connotation: Vocabulary level 6 connotation pairs on standalone words ('Which has the more NEGATIVE connotation…'). ▶ Play a live item from this skill |
A technical meaning is worked out from the text: 'chromatophores' is defined right beside the word ('tiny sacs of pigment called chromatophores'). A figurative meaning is worked out in an informational text: the child picks what 'beaten not by faster horses, but by a wire' means on the Pony Express passage. Held PARTIAL on the connotative leg of 'including figurative, connotative, and technical meanings': no Grade-6 reading item asks about a word's connotation as it is used in a passage (the Quiet Hallways 'harsh electric bells' and 'the clang' are never asked about), and the connotation pairs at Vocabulary level 6 (thrifty and stingy, curious and nosy) are standalone words. Each of the two audited in-text items is a single fixed question. Two more, 'carotenoids' in 'The Color Underneath' and 'donated' in 'Books on Horseback', were added on 31 Oct 2026 and have not been audited as evidence. (26OCT2026 Louisiana build; note refreshed 31OCT2026) Blocking clause: including figurative, connotative, and technical meanings |
| RI.6.5 | PARTIAL | comprehensionSaplingQ L6 (p6-quiet item 4, p6-octopus item 4) 'Why does the author mention factory shifts?' and 'Why does the author most likely mention that the blood is blue?' From three options the child picks the job one sentence does in the argument or the explanation. ▶ Play a live item from this skill |
The child picks what a particular sentence contributes to the development of the ideas: the factory-shift sentence shows the bell is a leftover habit, part of the case for softer sounds, and the blue-blood sentence builds the case that the octopus is unusual. Held PARTIAL: no audited item asks how a sentence, paragraph, chapter or section fits into the overall structure of the text (for example the claim, evidence, opposing view and closing order of the Quiet Hallways piece); structure is named only in the explanations shown after the answer. Both items are also the evidence for RI.6.3. A new item on 'The Color Underneath', added on 31 Oct 2026 and not yet audited as evidence, asks why the author opens by saying the maples 'seem to repaint themselves' (to name a first impression that the facts then correct). The row stays at its audited verdict until a refute-first two-auditor re-check counts the new items. (26OCT2026 Louisiana build; note refreshed 31OCT2026) Blocking clause: fits into the overall structure of a text |
| RI.6.6 | PARTIAL | comprehensionSaplingQ L6 (p6-storm items 1 and 3, p6-quiet items 1 and 4, p6-octopus item 4) 3-option picks: 'How do the two passages differ in PURPOSE?' (A shares one person's experience; B reports facts for the public.); 'What is the author's CLAIM?' (Schools should replace harsh bells with softer sounds.); 'How do the TONES of the two passages compare?' (A is warm and personal; B is neutral and factual.); 'Why does the author most likely mention that the blood is blue?'; 'Why does the author mention factory shifts?'. ▶ Play a live item from this skill |
An author's purpose is determined for whole texts ('How do the two passages differ in PURPOSE?': the journal shares one person's experience, the news brief reports facts for the public) and for single details (why the octopus passage mentions blue blood; why the Quiet Hallways author mentions factory shifts). The author's point of view on the argument passage is identified ('What is the author's CLAIM?'), and two writers' attitudes are compared ('How do the TONES of the two passages compare?'). All are picked from three. Held PARTIAL on 'explain how it is conveyed in the text': the child never explains; how purpose and point of view come through (for example, the journal calling the returning light 'rude') is shown in the explanation after the answer. (26OCT2026 Louisiana build) Blocking clause: explain how it is conveyed in the text |
| RI.6.7 | PARTIAL | comprehensionSaplingQ L6 (p6-ponyexpress items 1 and 2; visual kind 'histogram') A rendered bar chart sits with the Pony Express passage (Stagecoach 25, Pony Express 10, Telegraph 1 day; bar labels in English and Spanish). Item 1: 'Using the CHART together with the text, about how many days did the Pony Express save over the stagecoach?' (about 15 days; the 25-day stagecoach figure is only in the chart, because the text says 'a month'). Item 2: 'What does the chart's telegraph bar show that the text states in words?' (the telegraph made the other methods' times irrelevant). Both are 3-option picks. ▶ Play a live item from this skill |
On the Pony Express passage a rendered bar chart shows how long a message took by each method, and the child has to combine it with the words: the stagecoach's 25 days comes only from the chart, while the text says 'a month', so 'about 15 days' cannot be found in either alone. A second item asks what the telegraph bar shows that the text says in words (minutes, not days). This is a visual, quantitative format, the kind Louisiana's example names. Held PARTIAL on 'Integrate information presented in different media or formats': it is one chart on one passage, in two fixed items, and no other format or medium (map, timeline, photograph, audio or video) appears in any Grade-6 reading item, so the child never brings several formats together into an understanding of a topic beyond this one comparison. (26OCT2026 Louisiana build) Blocking clause: Integrate information presented in different media or formats |
| RI.6.8 | PARTIAL | comprehensionSaplingQ L6 (p6-quiet items 1-4) Four 3-option items on 'The Case for Quiet Hallways': 'What is the author's CLAIM?'; 'Which piece of evidence SUPPORTS the claim?' (A district that switched to a chime reported calmer passing periods.); 'Which claim is NOT supported with evidence?' (Every student would earn better grades.); 'Why does the author mention factory shifts?'. ▶ Play a live item from this skill |
The child traces an argument and sorts its claims on 'The Case for Quiet Hallways': the author's claim, the evidence that supports it, the claim with no evidence behind it ('Every student would earn better grades'), and the job the factory-shift sentence does. 'Distinguishing claims that are supported by reasons and evidence from claims that are not' is asked directly, and the explanation contrasts the cited research and district with the bare promise about grades. Tracing the argument and evaluating its specific claims are practised, by choice. Held PARTIAL on 'evaluate the argument': no item asks the child to judge the argument as a whole (whether its reasons and evidence are enough) or to weigh the author's answer to the opposing view ('Some will say students would ignore a gentle sound'), and at audit every item sat on one short argument passage (four fixed items). A second argument, 'Every School Needs a Garden', was added on 31 Oct 2026 with four more items, including one that asks how the author answers people who say gardens cost too much; it has not been audited as evidence. The row stays at its audited verdict until a refute-first two-auditor re-check counts the new items. (26OCT2026 Louisiana build; note refreshed 31OCT2026) Blocking clause: evaluate the argument |
| RI.6.9 | PARTIAL | comprehensionSaplingQ L6 (p6-storm items 1-4) 'Two Views of the Storm' sets Leo's journal entry (Passage A) beside a town news brief (Passage B) about the same power outage. 3-option items: 'How do the two passages differ in PURPOSE?', 'Which detail appears in BOTH passages?' (The power came back around sunrise.), 'How do the TONES of the two passages compare?' and 'What can a reader learn ONLY from Passage B?' (How many homes lost power.) ▶ Play a live item from this skill |
The child compares two authors' presentations of the same event: a first-person journal entry beside a neutral town news brief about one power outage. The items ask how the two differ in purpose and tone, which detail both report (the power came back around sunrise) and what only the news brief tells (about 4,000 homes lost power). A journal against a news report is close to Louisiana's example of a memoir beside a biography: one account from inside the event, one from outside. Held PARTIAL: at audit it was one pair of short texts with four fixed items, each likeness or difference is picked from three, and the child never sets out a comparison in their own words. A second pair, 'Two Ways to Hear a Whisper' (a science-magazine article beside a travel journal), was added on 31 Oct 2026 and has not been audited as evidence. The row stays at its audited verdict until a refute-first two-auditor re-check counts the new items. Unpracticed: comparing and contrasting the two presentations beyond choosing among given comparisons. (26OCT2026 Louisiana build; note refreshed 31OCT2026) Blocking clause: Compare and contrast one author’s presentation of events with that of another |
| RI.6.10 | PARTIAL | comprehensionSaplingQ L6 (p6-ponyexpress, p6-octopus, p6-quiet, p6-storm; passageSelfRead: true) The child reads a short Grade-6 nonfiction passage on their own (not narrated automatically; an optional 'Read to me' button is there) and answers one 3-option question on it per deal; each passage has 4 to 6 questions. The passages are a history piece with a bar chart (the Pony Express, 147 words), a science piece (the octopus, 97 words), an argument (quiet school hallways, 112 words), and a journal entry paired with a news brief (a storm, 121 words); added on 31 Oct 2026, a science piece (fall leaf color, 152 words), an argument (school gardens, 124 words), a science-magazine article paired with a travel journal (a whispering gallery, 160 words) and a history piece (Kentucky's pack-horse librarians, 149 words). ▶ Play a live item from this skill |
Louisiana's RI.6.10 names literary nonfiction, and the Grade-6 nonfiction has some: the Pony Express piece tells history as a story and closes on a figure ('beaten not by faster horses, but by a wire'), the octopus piece opens on a hook ('An octopus can vanish without moving'), the Quiet Hallways piece is a short argument essay, and Leo's journal is a personal narrative. The child reads each independently and answers comprehension questions on it. Held PARTIAL: each text runs about 100 to 160 words, well short of full-length grade-6 literary nonfiction; the set is eight passages, four of them added on 31 Oct 2026 and not yet audited as evidence; nothing places them in the grades 6–8 text complexity band; and a practice app cannot show proficient reading 'by the end of the year'. The Kansas row with the same number is a conventions standard and was not used as a seed. Unpracticed: 'in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range'. (26OCT2026 Louisiana build; note refreshed 31OCT2026) Blocking clause: in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range |
| W.6.1 | PARTIAL | writingCoachQ L4 (Writing Coach only) -> WRITE_PROMPTS wp-six-argument + wp-six-argument-b, served in WriteBox The child types an argument paragraph (at least 250 characters, 700-character cap), in English or Spanish, on one of two fixed topics, with the rubric shown above the box under 'What the coach looks for'. wp-six-argument ('Take a position: should your school start an hour later? Write a paragraph with a clear claim, two pieces of evidence or reasoning, and one sentence that answers someone who disagrees.') grades 'A clear, arguable claim', 'Two distinct pieces of evidence or reasoning', 'Acknowledges and answers an opposing view', 'Formal style — no slang, no chatty asides' and 'A concluding statement that follows from the argument'. wp-six-argument-b (phones in class) grades the claim, the two pieces of evidence, 'Cohesive words (because, therefore, however) link claim to reasons' and 'Consistent point of view — pronouns do not drift'. The grader passes the paragraph only when every rubric line is met; a failing first draft gets one revision. |
Louisiana asks the child to write an argument: introduce a claim and organize the reasons and evidence (a); support the claim with clear reasons and relevant evidence, using credible sources and showing an understanding of the topic or text (b); link claim and reasons with words, phrases and clauses (c); keep a formal style (d); and end with a conclusion that follows from the argument (e). The child writes a real argument paragraph, in English or Spanish, on one of two fixed topics (a later school start; phones in class), and a writing grader passes it only when every rubric line is met. Claim (a): 'A clear, arguable claim' is graded on both prompts, but no rubric line grades how the reasons and evidence are organized. Reasons and evidence (b): 'Two distinct pieces of evidence or reasoning' is graded on both prompts. No source is supplied, so the child argues from experience: credible sources are never used and no text is involved. Linking words (c): 'Cohesive words (because, therefore, however) link claim to reasons' is graded on the phones prompt only. Formal style (d): 'Formal style — no slang, no chatty asides' is graded on the school-start prompt only, across one paragraph. Conclusion (e): 'A concluding statement that follows from the argument' is graded on the school-start prompt only. Held PARTIAL on 'using credible sources'. All of this happens only inside Writing Coach, a paid feature (a paid plan or a sponsorship) that runs only when the grading service is reachable and that a district or the device can switch off. No row met only through Writing Coach is marked FULL. Grade-6 Reading has the child pick the claim and the supporting evidence in a printed argument ('The Case for Quiet Hallways'), but that is reading by choice and is not credited to this writing row. (26OCT2026 Louisiana build) Blocking clause: using credible sources |
| W.6.2 | PARTIAL | writingCoachQ L4 (Writing Coach only) -> WRITE_PROMPTS wp-six-inform + wp-six-inform-b, served in WriteBox The child types an explanatory paragraph (at least 250 characters, 700-character cap), in English or Spanish, with the rubric shown above the box. wp-six-inform ('Explain something you genuinely know how to do better than most people. Open with a sentence that frames the topic, develop it with at least three precise steps or facts, and close with why it matters.') grades 'An opening that frames the topic', 'Three or more precise steps or facts, in a logical order', 'Domain-specific words used correctly, in a formal style' and 'A closing that says why it matters'. wp-six-inform-b ('Compare two games or sports you know well. … Use transition words to steer the reader between points.') grades 'Opens by framing both subjects', 'Two similarities AND two differences', 'Transition words connect the points' and 'A closing that matches player to game'. The grader passes the paragraph only when every rubric line is met. |
Louisiana asks for an informative or explanatory text built from selected, organized and analysed content: introduce the topic and organize it with strategies such as definition, classification, comparison/contrast and cause/effect, with headings, graphics or multimedia when useful (a); develop it with facts, definitions, details, quotations or examples (b); use transitions (c); use precise language and domain-specific vocabulary (d); keep a formal style (e); and conclude (f). The child writes a real explanatory paragraph on one of two prompts, and a writing grader passes it only when every rubric line is met. Introducing the topic is graded on both prompts ('An opening that frames the topic'; 'Opens by framing both subjects'). Two organizing shapes are asked for: steps 'in a logical order', and comparison/contrast ('Two similarities AND two differences'). Definition, classification and cause/effect are never asked for. The plain text box cannot hold headings, charts, tables or multimedia, so the child never decides when they would help. Steps or facts, or the similarities and differences, develop the topic (b); no prompt or rubric line asks for definitions or quotations (after a failing draft a coaching tip can suggest 'a specific example, figure, or quotation', but nothing grades one). Transitions (c) are asked for and graded on the compare prompt only. Precise, domain-specific words and formal style (d, e) share one rubric line on the how-to prompt only. Both prompts grade a closing (f). The topic always comes from the child's own experience, so no content is selected from a source. Held PARTIAL on the formatting, graphics and multimedia clause of (a). All of this happens only inside Writing Coach, a paid feature (a paid plan or a sponsorship) that runs only when the grading service is reachable and that a district or the device can switch off. No row met only through Writing Coach is marked FULL. (26OCT2026 Louisiana build) Blocking clause: include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension |
| W.6.3 | PARTIAL | writingCoachQ L4 (Writing Coach only) -> WRITE_PROMPTS wp-six-narrative + wp-six-narrative-b, served in WriteBox The child types a scene (at least 280 characters, 700-character cap), in English or Spanish, with the rubric shown above the box. wp-six-narrative ('Write a scene, not a summary: two characters, one moment of tension, at least two lines of dialogue punctuated correctly. Let the pacing slow down at the moment that matters most.') grades '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' and 'An ending that follows from the scene's events'. wp-six-narrative-b ('Write a scene where a character walks in certain of something and walks out having changed their mind. …') grades 'A change of mind the scene earns', 'At least two transition words moving time forward', 'Correctly punctuated dialogue at the turn' and 'Concrete detail, not labels'. The grader passes the scene only when every rubric line is met. |
Louisiana asks for a narrative that engages and orients the reader with a context, a narrator and/or characters, and an event sequence that unfolds naturally (a); narrative techniques such as dialogue, pacing and description (b); a variety of transition words, phrases and clauses for sequence and for shifts in time or setting (c); precise words, descriptive details and sensory language (d); and a conclusion that follows from the events (e). The child writes a real scene on one of two prompts, and a writing grader passes it only when every rubric line is met. Characters and a moment of tension are graded ('A single scene with two characters and real tension'), but no rubric line grades establishing a context or orienting the reader, and the single-scene limit keeps the event sequence short (a). Dialogue (both prompts), pacing ('the key moment gets the most words', first prompt only) and description are each graded (b). 'At least two transition words moving time forward' is graded on the second prompt only; shifts from one time frame or setting to another, and a variety of transition phrases and clauses, are never asked for (c). 'Sensory or concrete detail, not labels' accepts concrete detail, so sensory language itself is never required (d). 'An ending that follows from the scene's events' is graded on the first prompt only (e). Held PARTIAL on 'Engage and orient the reader by establishing a context'. All of this happens only inside Writing Coach, a paid feature (a paid plan or a sponsorship) that runs only when the grading service is reachable and that a district or the device can switch off. No row met only through Writing Coach is marked FULL. (26OCT2026 Louisiana build) Blocking clause: Engage and orient the reader by establishing a context |
| W.6.4 | PARTIAL | writingCoachQ L4 (Writing Coach only) -> WRITE_PROMPTS wp-six-argument/-b, wp-six-inform/-b, wp-six-narrative/-b, wp-six-analyze/-b, served in WriteBox Eight Grade-6 prompts across four purposes: argue (a later school start; phones in class), explain (a how-to; a comparison of two games or sports), narrate (two scenes) and analyse a text read outside the app (a story's theme; an informational text's main idea). Each is a typed paragraph or scene (250-280 character minimum, 700-character cap) judged against its own task-specific rubric, which is shown above the box. |
Louisiana asks for clear, coherent writing whose development, organization and style suit the task, purpose and audience. Clear, coherent writing is produced and graded across four purposes, and the rubric lines change with the task: a claim with evidence for an argument, steps or a comparison for an explanation, dialogue and pacing for a scene, and a theme or main idea backed by two pieces of evidence for an analysis. Held PARTIAL on 'appropriate to task, purpose, and audience': no Grade-6 prompt names or varies an audience, so the child never fits the writing to a reader. Organization is a rubric line only on some prompts ('in a logical order', 'Two similarities AND two differences', 'One organized paragraph') and on neither argument prompt, and style is graded only where a rubric line names it (formal style on the school-start argument and the how-to). All of this happens only inside Writing Coach, a paid feature (a paid plan or a sponsorship) that runs only when the grading service is reachable and that a district or the device can switch off. No row met only through Writing Coach is marked FULL. (26OCT2026 Louisiana build) Blocking clause: appropriate to task, purpose, and audience |
| W.6.5 | PARTIAL | WriteBox try-again flow (one revision invited after a failing draft) + WRITE_FEEDBACK grow lines (older-writer wording); writingCoachQ L4 (Writing Coach only) -> WRITE_PROMPTS wp-six-* (8 prompts) When a first draft misses the rubric, the box shows up to three pre-written coaching lines, in the older-writer wording where a line has one, for example 'Check for fragments — each sentence needs a subject and a complete verb.', 'Proofread for spelling — read it aloud and correct the word that looks wrong.', 'Check the sequence — add transitions so a new reader can follow each step.' or 'Keep one point of view — if the piece starts with 'I', don't drift into 'you' halfway through.' The text stays in the box, and the child edits or rewrites it once before the answer is scored. |
Louisiana asks the child, with some guidance and support from peers and adults, to develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a different approach. Revising, editing and rewriting happen on the child's own writing: when a first draft misses the rubric, the coach shows up to three fixed, human-written tips, and the child gets one more submission, which can be an edit or a full rewrite. The tips cover capitalization, end punctuation, fragments, spelling, pronoun case and point of view, along with adding detail, staying on topic, ordering steps or events, choosing more precise words and explaining reasoning. Held PARTIAL on 'With some guidance and support from peers and adults': the guidance comes from the app's grader and its fixed tips, never from a classmate or an adult who reads the draft. Planning is never asked for. Only one revision is offered, and only after a failing draft, so the child does not decide when strengthening is needed. The grader is told not to fail a strong middle-school answer for minor spelling or punctuation slips, so slips like these do not by themselves send a draft back for editing. All of this happens only inside Writing Coach, a paid feature (a paid plan or a sponsorship) that runs only when the grading service is reachable and that a district or the device can switch off. No row met only through Writing Coach is marked FULL. (26OCT2026 Louisiana build) Blocking clause: With some guidance and support from peers and adults |
| W.6.6 | PARTIAL | WriteBox (typed production for every Writing Coach prompt); writingCoachQ L4 (Writing Coach only) -> WRITE_PROMPTS wp-six-* (8 prompts) Every Grade-6 Writing Coach answer is typed on a keyboard or touchscreen into a text box (250-280 character minimum, 700-character cap) in one sitting, by the child alone, and sent to the online grader. |
Louisiana's wording differs from the Common Core version: it has no keyboarding clause, and collaboration is optional ('either independently or in collaborating with others'), so working alone meets that part. The child produces grade-appropriate writing with technology: every Grade-6 Writing Coach answer is a typed paragraph or scene, written independently in one sitting and graded by an online service. Held PARTIAL on 'publish grade-appropriate writing using technology': the writing is never published or shared with a reader. It goes only to the grader, and a grown-up is notified privately only if a safety concern is flagged. All of this happens only inside Writing Coach, a paid feature (a paid plan or a sponsorship) that runs only when the grading service is reachable and that a district or the device can switch off. No row met only through Writing Coach is marked FULL. (26OCT2026 Louisiana build) Blocking clause: publish grade-appropriate writing using technology |
| W.6.7 | NOT COVERED | — | Louisiana asks for short research projects that answer a question by drawing on several sources and refocusing the inquiry when appropriate. Not practised: no Grade-6 item poses a research question, has the child gather from several sources, or asks the child to refocus an inquiry. The paired passages 'Two Views of the Storm' are two given texts the child compares by choice ('Which detail appears in BOTH passages?'), not sources the child finds to answer a question. NOT COVERED. (26OCT2026 Louisiana build) Blocking clause: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. |
| W.6.8 | NOT COVERED | — | Louisiana asks the child to gather information from several print and digital sources, judge each source's credibility, and quote or paraphrase others while avoiding plagiarism and giving basic bibliographic information. Not practised. The Grade-6 argument prompts supply no sources, so the child argues from experience. The informational-text analysis prompt asks for two details from one text the child read outside the app, with no attribution or source information; that work is credited to W.6.9 and not stretched here. NOT COVERED. (26OCT2026 Louisiana build) Blocking clause: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. |
| W.6.9 | PARTIAL | writingCoachQ L4 (Writing Coach only) -> WRITE_PROMPTS wp-six-analyze + wp-six-analyze-b, served in WriteBox wp-six-analyze ('Think of a story or book you finished this year. In one paragraph, name its theme — the idea underneath the plot — and defend your reading with two specific moments from the story.') grades 'Names a theme as an idea, not a topic word', 'Two specific moments as evidence', 'Explains HOW each moment shows the theme' and 'One organized paragraph'. wp-six-analyze-b ('Pick something informational you read this year — an article, a chapter, a guide. In one paragraph, state its main idea and back your reading with two specific details from the text, explaining what each one shows.') grades 'States a main idea, not just a topic', 'Two specific details as evidence', 'Explains what each detail shows' and 'One organized paragraph'. Both are typed paragraphs of at least 250 characters, in English or Spanish. |
Louisiana asks the child to draw relevant evidence from grade-appropriate literary or informational texts to support analysis, reflection and research, applying the Grade-6 reading standards to literature (a) and to literary nonfiction (b). Drawing evidence to support analysis is written and graded on two prompts. For literature (a), the child names the theme of a story or book and defends it with two specific moments, explaining how each moment shows the theme. For nonfiction (b), the child states the main idea of an article, chapter or guide and backs it with two details, explaining what each shows. Louisiana's own examples (comparing texts in different forms or genres; tracing and evaluating an argument's claims) are not asked for in writing. Held PARTIAL on 'reflection, and research': neither is asked for. The text is one the child read outside the app, so the evidence cannot be checked against it and its grade level is unknown. Grade-6 Reading does have the child pick which claim in 'The Case for Quiet Hallways' is not supported ('Every student would earn better grades.'), but that is a chosen answer, not writing. All of this happens only inside Writing Coach, a paid feature (a paid plan or a sponsorship) that runs only when the grading service is reachable and that a district or the device can switch off. No row met only through Writing Coach is marked FULL. (26OCT2026 Louisiana build) Blocking clause: reflection, and research |
| W.6.10 | PARTIAL | writingCoachQ L4 (Writing Coach only) -> WRITE_PROMPTS wp-six-* (8 prompts), served in WriteBox; EXPLAIN_PROMPTS xp-* via maybeExplain/explainQ inside Grade 6-8 math skills (same Writing Coach switch) Single-sitting typed writing for four purposes (argue, explain, narrate, analyse a text). Inside Grade 6-8 math skills, at most one item a round may ask for a short typed explanation of a math idea, graded by the same grader (for example 'A store sells 3 notebooks for $6. Explain what the unit rate is here and how you found it.'). |
Louisiana asks the child to write routinely over both extended time frames (with time for research, reflection and revision) and shorter ones, for a range of discipline-specific tasks, purposes and audiences. Writing in a short time frame is practised: each Writing Coach prompt is one paragraph or scene written in a single sitting, across four purposes. Grade 6-8 math skills also occasionally deal a typed explanation of a math idea, judged by the same grader, which adds one discipline beyond English. Held PARTIAL on 'over extended time frames (time for research, reflection, and revision)': nothing is written over days, and the only revision is one immediate retry after a failing draft. No prompt names an audience. All of this happens only inside Writing Coach, a paid feature (a paid plan or a sponsorship) that runs only when the grading service is reachable and that a district or the device can switch off. No row met only through Writing Coach is marked FULL. The same switch also governs the math explanations. (26OCT2026 Louisiana build) Blocking clause: over extended time frames (time for research, reflection, and revision) |
| SL.6.1 | NOT COVERED | — | Louisiana asks the child to take part in collaborative discussions (one-on-one, in groups and teacher-led): come prepared and draw on evidence (a), follow discussion rules and set goals, deadlines and roles (b), pose and respond to questions with elaboration (c), and review key ideas and paraphrase other perspectives (d). Not practised. The app offers no peer, group or teacher-led discussion, and the two-player Acorn Duel (one device passed back and forth, or two devices linked by a code) is a quiz whose only messages are six cheer stickers, not a discussion. NOT COVERED. (26OCT2026 Louisiana build) Blocking clause: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. |
| SL.6.2 | PARTIAL | comprehensionSaplingQ L6 (p6-ponyexpress 'Ten Days to California' items 1 and 2, visual kind 'histogram') The child reads a passage about the Pony Express beside a rendered bar chart of delivery days (Stagecoach 25, Pony Express 10, Telegraph 1) and picks from three options: 'Using the CHART together with the text, about how many days did the Pony Express save over the stagecoach?' (about 15 days) and 'What does the chart's telegraph bar show that the text states in words?' (the telegraph made the other methods' times irrelevant). Questions and bar labels appear in English or Spanish. ▶ Play a live item from this skill |
Louisiana asks the child to interpret information presented in diverse media and formats (visually, quantitatively, orally) and explain how it contributes to a topic, text or issue under study. Interpreting information in a visual, numerical format is practised on one Grade-6 passage: 'Ten Days to California' comes with a rendered bar chart of delivery days, and two of its questions need it. One asks for the days saved, read from the bars together with the text; the other asks what the telegraph bar shows that the text says in words. Held PARTIAL on 'explain how it contributes to a topic, text, or issue under study': the child only picks an answer and never explains. No Grade-6 item presents an oral source: listening items deal only at the early comprehension levels, and Grade-6 passages are set to be read, not narrated (an optional 'Read to me' button reads the printed passage aloud as a reading support, which is not an oral source of information). Only one passage and one chart carry this work. (26OCT2026 Louisiana build) Blocking clause: explain how it contributes to a topic, text, or issue under study |
| SL.6.3 | NOT COVERED | — | Louisiana asks the child to delineate a speaker's argument and claims, telling supported claims from unsupported ones. Not practised as a listening standard. Grade-6 Reading asks which claim in a printed argument ('The Case for Quiet Hallways') is not supported with evidence (key: 'Every student would earn better grades.'), but the child reads that argument on screen; no speaker delivers it. Grade-6 passages are set to be read, not narrated; the passage card's optional 'Read to me' button only voices the printed text the child already sees, and listening items deal only at the early levels. That reading work is credited to the reading standards and not stretched here. NOT COVERED. (26OCT2026 Louisiana build) Blocking clause: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. |
| SL.6.4 | NOT COVERED | — | Louisiana asks the child to present claims and findings in a logical sequence with pertinent descriptions, facts and details, using appropriate eye contact, adequate volume and clear pronunciation. Not practised: the child never presents to an audience, so eye contact, volume and pronunciation in a presentation are never practised. The app's speaking features are early-grade checks and oral reading of a printed decodable passage; none is a presentation. The written argument prompts are credited to W.6.1, not stretched here. NOT COVERED. (26OCT2026 Louisiana build) Blocking clause: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. |
| SL.6.5 | NOT COVERED | — | Louisiana asks the child to include multimedia components and visual displays in presentations to clarify information. Not practised: the child never builds a presentation, so graphics, images, music, sound or visual displays are never added to one. The Grade-6 writing box takes plain text only. NOT COVERED. (26OCT2026 Louisiana build) Blocking clause: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. |
| SL.6.6 | NOT COVERED | — | Louisiana asks the child to adapt speech to a variety of contexts, audiences and tasks, showing command of formal English when it is called for. Not practised: the child never speaks to an audience or adapts speech to a context, audience or task. Formal English is graded only in writing, on two Grade-6 Writing Coach rubric lines ('Formal style — no slang, no chatty asides'; 'Domain-specific words used correctly, in a formal style') that are credited to W.6.1 and W.6.2 and not stretched to speech. NOT COVERED. (26OCT2026 Louisiana build) Blocking clause: Adapt speech to a variety of contexts, audience, and tasks, demonstrating command of formal English when indicated or appropriate. |
| L.6.1 | PARTIAL | grammarSaplingQ L6 (PRONOUN_ITEMS case1/case2/intensive/vague, four of the twelve items in the pronoun family dealt about 1 deal in 3); writingCoachQ L4 (Writing Coach only) wp-six-argument-b rubric line 4 + WRITE_FEEDBACK fb-pronoun-case / fb-pronoun-shift Grammar L6, three options, English and Spanish: 'Which sentence uses the pronoun correctly?' (key 'My brother and I built the fort.' against 'My brother and me built the fort.'; key 'The coach chose Maya and me for the relay.' against 'The coach chose Maya and I for the relay.' and 'Me and Maya was chosen for the relay.'); 'Which sentence uses an INTENSIVE pronoun to add emphasis?' (key 'The mayor herself answered our letter.'); "Why is this sentence UNCLEAR? 'When Leo met Sam, he was late.'" (key: 'he' could mean Leo or Sam, so the antecedent is vague). Writing Coach: the phones-in-class argument prompt says 'Keep your pronouns steady — no drifting from 'I' to 'you'.' and grades 'Consistent point of view — pronouns do not drift'; the coach can return 'Check your pronoun — 'Maya and I' when you are doing the action; 'Maya and me' when it happens to you.' or 'Keep one point of view — …'. |
Louisiana asks for command of grammar and usage 'when writing or speaking', across five parts. In Grade-6 grammar the child answers fixed pronoun items by choosing, in English and Spanish: four were audited, and eight more, added on 31 Oct 2026, have not been audited as evidence. Case (a): the subjective case ('My brother and I built the fort.') and the objective case ('The coach chose Maya and me for the relay.') are chosen. The possessive case was not assessed at audit; a possessive-pronoun item ('The blue backpack is hers, and the red one is mine.'), added on 31 Oct 2026, has not been audited as evidence. Intensive pronouns (b): the child picks the sentence that has one ('The mayor herself answered our letter.') but never uses one. Shifts in pronoun number and person (c): no Grade-6 grammar item shows a shift, and no item or rubric line addresses a shift in pronoun number. A shift in person is practised only in the child's own writing, through Writing Coach: one argument prompt grades 'Consistent point of view — pronouns do not drift', and the coach can flag a drift from 'I' to 'you'. Vague pronouns (d): at audit, the child picked why 'When Leo met Sam, he was late.' is unclear but never corrected one; the corrected sentence ('Leo was late when he met Sam.') appeared only in the explanation. An item that asks the child to choose the corrected sentence ('Which revision fixes the UNCLEAR pronoun?'), added on 31 Oct 2026, has not been audited as evidence. Variations from standard English (e): the child rejects nonstandard wrong options ('Me and Maya was chosen for the relay.'), and the coach can point out a pronoun-case slip in the child's own draft, but the tip names the fix, so the child never identifies or uses a strategy alone; the strategies (drop the other name, repeat the noun) appear only in explanations. Nothing is practised when speaking. Held PARTIAL on 'Recognize and correct inappropriate shifts in pronoun number and person.' Writing Coach is a paid feature (a paid plan or a sponsorship) that runs only when the grading service is reachable and that a district or the device can switch off. (26OCT2026 Louisiana build; note refreshed 31OCT2026) Blocking clause: Recognize and correct inappropriate shifts in pronoun number and person. |
| L.6.2 | PARTIAL | grammarSaplingQ L6 (NONRESTRICT, pick-the-punctuation and find-the-extra-part forms, about 2 deals in 3); writingCoachQ L4 (Writing Coach only) wp-six-narrative rubric line 2, wp-six-narrative-b rubric line 3; WRITE_FEEDBACK fb-capital / fb-endmark / fb-spelling-close Grammar L6, three options, English and Spanish: 'Which sentence punctuates the EXTRA information correctly?' (paired commas, dashes or parentheses against an unclosed or unopened mark) and 'In the sentence "Our coach, a former sprinter, times every lap.", which part is EXTRA (nonessential) information?', over twelve fixed sentences. Writing Coach: two narrative prompts grade 'At least two lines of correctly punctuated dialogue' / 'Correctly punctuated dialogue at the turn' in the child's own scene; after a failing draft the coach may show 'Check capitalization — sentences and proper nouns begin with a capital letter.' or 'Proofread for spelling — read it aloud and correct the word that looks wrong.' |
Louisiana asks for command of capitalization, punctuation and spelling when writing: punctuation (commas, parentheses, dashes) to set off nonrestrictive or parenthetical elements (a), and correct spelling (b). Part a: in Grade-6 grammar the child works with all three marks in twelve fixed sentences, eight of them added on 31 Oct 2026 (for example 'My uncle, who lives in Denver, collects maps.', 'The recipe — an old family secret — takes three days.', 'Saturn (the sixth planet) has visible rings.', 'Our coach, a former sprinter, times every lap.'), either picking the correctly punctuated sentence or picking the nonessential part. This is recognition only: Louisiana's verb is 'use', the child never punctuates a sentence, and no Grade-6 rubric line grades these marks in the child's own writing. Part b, 'Spell correctly.', is not practised at grade 6: the Spelling skill stops at grades 3-5, no Grade-6 Writing Coach rubric line grades spelling or capital letters, and the grader is told not to fail a strong middle-school answer for minor spelling or punctuation slips, so the coach can only flag them. In the child's own writing, the only punctuation that is graded is correctly punctuated dialogue, on both Grade-6 narrative prompts, only inside Writing Coach, a paid feature (a paid plan or a sponsorship) that runs only when the grading service is reachable and that a district or the device can switch off. Held PARTIAL on 'Spell correctly.' (26OCT2026 Louisiana build; note refreshed 31OCT2026) Blocking clause: Spell correctly. |
| L.6.3 | PARTIAL | writingCoachQ L4 (Writing Coach only) wp-six-argument rubric line 4, wp-six-inform rubric line 3; comprehensionSaplingQ L6 (p6-storm item 3, tone) Writing Coach: the child writes a Grade-6 argument (should school start an hour later?) graded on 'Formal style — no slang, no chatty asides', and a how-to explanation graded on 'Domain-specific words used correctly, in a formal style'. Reading, three options, English and Spanish: for a journal entry paired with a town news brief, 'How do the TONES of the two passages compare?' (key: A is warm and personal; B is neutral and factual). |
Louisiana asks the child to use knowledge of language 'when writing, speaking, reading, or listening': vary sentence patterns for meaning, interest and style (a), and keep style and tone consistent (b). Part a is never asked at grade 6: no Grade-6 item shows sentence variety, no Grade-6 prompt requests it, and no rubric line grades it. The nearest practice, choosing the best way to combine two short sentences, sits in the grades 3-5 Fix & Improve skill and is not credited here. Part b: a consistent formal style is graded in the child's own writing on two Grade-6 Writing Coach prompts ('Formal style — no slang, no chatty asides' on the school-start argument; 'Domain-specific words used correctly, in a formal style' on the how-to), only inside Writing Coach, a paid feature (a paid plan or a sponsorship) that runs only when the grading service is reachable and that a district or the device can switch off. Tone is never graded in the child's writing, and no coaching tip targets style or tone. When reading, the child judges tone by choosing how the tones of two paired texts compare: a journal entry and a news brief, and, added on 31 Oct 2026 and not yet audited as evidence, a science-magazine article and a travel journal; these are fixed items, not the child keeping a tone. Nothing is practised when speaking or listening. Held PARTIAL on 'Vary sentence patterns for meaning, reader/listener interest, and style.' (26OCT2026 Louisiana build; note refreshed 31OCT2026) Blocking clause: Vary sentence patterns for meaning, reader/listener interest, and style. |
| L.6.4 | PARTIAL | comprehensionSaplingQ L6 (p6-secondlap item 3, p6-octopus item 3, p6-ponyexpress item 3); vocabularySaplingQ L6 (SAPLING_ROOTS meaning and decode forms, about 3 deals in 8) Reading, three options, English and Spanish: "In this passage, 'rehearsed' most nearly means…" ('rehearsed the first lap in his head all week'); 'Based on the passage, chromatophores are…' (the passage says 'tiny sacs of pigment called chromatophores'); "The text says the riders were 'beaten not by faster horses, but by a wire.' What does that FIGURE of speech mean here?". Vocabulary L6, three options, English and Spanish: 'What does the root "aud" mean?' and 'Using its word parts, "audible" means…', over 14 word parts. ▶ Play a live item from this skill |
Louisiana letters this standard in its own order: context (a), Greek or Latin affixes and roots (b), reference materials (c), and verifying a first guess (d), under a sentence that asks for unknown and multiple-meaning words and a flexible choice of strategies. Context (a): the child picks a word's meaning from the Grade-6 passage around it. 'Rehearsed' is fixed by 'in his head all week', 'chromatophores' is defined right beside the word, and one phrase, 'beaten not by faster horses, but by a wire', is read from the Pony Express passage. These are three audited fixed items, a sixth grader may already know 'rehearsed', and a word's position or function in a sentence is never the clue. Three more were added on 31 Oct 2026 and have not been audited as evidence: 'carotenoids', defined beside the word in 'The Color Underneath', 'donated' in 'Books on Horseback', and the dough that 'answers' in 'Enough of Each'. Roots and affixes (b): Grade-6 vocabulary covers 14 word parts in English and Spanish (tele-, port, dict, -ology, aud, bio, -less, anti-, graph, re-, spect, -ify, sub-, chron). The child picks what a part means, or uses the parts to decode a whole word. 'Using its word parts, "audible" means…' uses aud, the root of Louisiana's own examples, and the explanation adds audience and audio. One part, -less, is English rather than Greek or Latin, and the words stand alone, never in a passage. Reference materials (c): no Grade-6 item uses a dictionary, glossary or thesaurus, or asks for a pronunciation or a part of speech; dictionary and glossary items exist only below grade 6. Verifying (d): the child is never asked to check a first guess; the explanation does the check. Multiple-meaning words never appear at grade 6, and the app always picks which strategy each item uses, so choosing flexibly from a range of strategies is not practised. Held PARTIAL on part c. (26OCT2026 Louisiana build; note refreshed 31OCT2026) Blocking clause: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. |
| L.6.5 | PARTIAL | comprehensionSaplingQ L6 (p6-static item 3, p6-lanterngirl item 2, p6-ponyexpress item 3); vocabularySaplingQ L6 -> wordRelationsQ (WORD_RELS, about 1 deal in 4) and CONNOTATION_PAIRS branch (about 3 deals in 16) Reading, three options, English and Spanish: "The comparison 'like a held breath' makes Saturn feel…" (still, fragile, and worth not disturbing); "What does the detail that money 'was shirts' reveal about the family's world?"; "The text says the riders were 'beaten not by faster horses, but by a wire.' What does that FIGURE of speech mean here?". Vocabulary L6: 'What relationship joins "cello" and "instrument"?' (cause and effect / part and whole / item and category) over nine pairs; 'Both words can describe the same behavior. Which has the more NEGATIVE connotation: "thrifty" or "stingy"?' over eight pairs, with 'they feel exactly the same' as the third option. ▶ Play a live item from this skill |
Louisiana asks the child to interpret figures of speech in context (a), use the relationship between words to better understand each word (b), and distinguish among the connotations of words with similar denotations (c). Figures of speech (a): the child interprets a figure in its Grade-6 passage on three audited fixed items, by choosing: the simile 'like a held breath' in 'Static', 'money was shirts' in 'The Lantern Schedule', and 'beaten not by faster horses, but by a wire' in the Pony Express passage. A fourth item, added on 31 Oct 2026 and not yet audited as evidence, asks what Grandpa means when he says the dough 'answers' in 'Enough of Each'. Personification, Louisiana's named example, appears in the passages (Saturn 'cooperating', thunder that 'played percussion', a kitchen light that 'felt rude'), but no audited question asks about it. Word relationships (b): the child names the relationship between two words ('What relationship joins "cello" and "instrument"?') over nine familiar pairs, choosing among cause and effect, part and whole, and item and category, which are Louisiana's three examples. Both words are already known, and only the explanation, not the child, uses the relationship to understand a word. Connotation (c): the child picks the more positive or the more negative of two words with similar meanings, over eight pairs, including Louisiana's own 'stingy' and 'thrifty'; the choice is always between two words, never among a set like Louisiana's five examples. Held PARTIAL on part b: naming a relationship is practised, but using it to understand a word is not. (26OCT2026 Louisiana build; note refreshed 31OCT2026) Blocking clause: Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. |
| L.6.6 | 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."' (However / Therefore / For example); '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'; a comparison graded 'Transition words connect the points'; 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 |
Louisiana asks the child to acquire and accurately use general academic and domain-specific words and phrases, and to gather vocabulary knowledge when a word or phrase matters to comprehension or expression. Acquiring is practised through Grade-6 items, always as a choice among three options, in English and Spanish: 14 academic word parts, six transition words and phrases (However, As a result, For example, Next, In addition, Otherwise), eight connotation pairs and nine word-relationship pairs, plus words met in Grade-6 reading: two audited ('chromatophores', defined beside it; 'rehearsed', fixed by its context) and two added on 31 Oct 2026 and not yet audited as evidence ('carotenoids'; 'donated'). Accurate use in the child's own words is graded only inside Writing Coach: 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, behind the same switch, grade using 'per' or 'for each' and naming factors and terms. Held PARTIAL on 'gather vocabulary knowledge when considering a word or phrase important to comprehension or expression': the app always chooses which word to ask about, so the child never decides that a word matters and goes after its meaning. Writing Coach is a paid feature (a paid plan or a sponsorship) that runs only when the grading service is reachable and that a district or the device can switch off; no row met only through Writing Coach is marked FULL. (26OCT2026 Louisiana build; note refreshed 31OCT2026) Blocking clause: gather vocabulary knowledge when considering a word or phrase important to comprehension or expression |
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.NS.A.1 | Arizona twin (same code): 6.NS.A.1 PARTIAL; Kansas twin (same number): 6.NS.1 PARTIAL → Louisiana: PARTIAL | Same verdict, different footing. Arizona's row requires 'using visual fraction models and equations to represent the problem' and was held on it; Kansas 6.NS.1 was held on its own 'connecting various concrete and abstract models' clause. Louisiana writes 'e.g., by using visual fraction models and equations', so models are only an example here and do not block. This row is held instead on 'Interpret ... quotients of fractions': every quotient the child interprets (Fractions L6-L7) has a unit-fraction or whole-number divisor, and a general fraction-by-fraction quotient is only computed, as a complex-fraction unit rate at Ratios L6, which Louisiana's footnote to 6.RP.A.2 keeps out of Grade 6 unit-rate expectations. An under-claim. |
| 6.RP.A.3 | Kansas twin (same number): 6.RP.3 FULL (umbrella; 6.RP.3a PARTIAL) → Louisiana: PARTIAL | Kansas grades the umbrella sentence apart from its parts. Louisiana keeps parts a-d inside one row, so 6.RP.A.3a's missing 'Make tables of equivalent ratios' and 'Use tables to compare ratios' hold the whole row at PARTIAL, as Arizona 6.RP.A.3 (PARTIAL) was held. |
| 6.NS.C.5 | Kansas twin (same number): 6.NS.5 FULL (umbrella; 6.NS.5a-b PARTIAL) → Louisiana: PARTIAL | Kansas's 6.NS.5 row is the 'understand' sentence alone, with 'use ... to represent' and 'explaining the meaning of 0' split into 6.NS.5a-b (both PARTIAL). Louisiana's one row carries all three, and explaining is never practiced: the child only picks what 0 means, for money only. Matches Arizona 6.NS.C.5 (PARTIAL). |
| 6.SP.A.1 | Kansas twin (same number): 6.SP.1 PARTIAL → Louisiana: FULL | Kansas writes 'Recognize and generate a statistical question' and was held only on 'generate'. Louisiana's verb is recognize only, like Arizona 6.SP.A.1 (FULL), and Statistics L1 practises recognition four ways over seven matched pairs, with keys that name the variability. |
| 6.EE.B.7 | Arizona twin (same code): 6.EE.B.7 PARTIAL; Kansas twin (by meaning): 6.EE.6 PARTIAL → Louisiana: PARTIAL | Same verdict, different footing. Louisiana revised this standard in 2016 to 'writing and solving equations and inequalities of the form x + p = q and px = q ... Inequalities will include <, >, ≤, and ≥.' No Grade 6 item writes or solves an inequality of either form (Inequalities L2 only tests a set against x + a > c; solving inequalities starts at the Grade 7 level, two-step). Arizona's x - p = q and x/p = q forms are not in Louisiana's row. |
| 6.G.A.3 | Arizona twin (same code): 6.G.A.3 PARTIAL → Louisiana: PARTIAL | Same verdict, wider blocking clause. Arizona's row was held only on the real-world sentence. This row also names 'Draw polygons in the coordinate plane given coordinates for the vertices' (the polygon is always a rectangle, first quadrant only, and the child taps vertices but never draws sides), as Georgia 6.PAR.8.4 (PARTIAL) was held. The batch's candidate list named no skill for this row; it was judged from coordinateSaplingQ L5 by meaning. |
| 6.NS.C.8 | Batch candidates (statement similarity): Percents only → Louisiana: PARTIAL (Coordinate Grid) | The similarity search pointed at Percents, which has nothing on coordinates. By meaning the row belongs to coordinateSaplingQ L5, as Arizona 6.NS.C.8 (PARTIAL), and is held on graphing in all four quadrants: the tap grid runs 0-9, so no negative coordinate is ever plotted, and no item has a real-world setting. |
| 6.EE.A.3 | Arizona twin (same code): 6.EE.A.3 FULL → Louisiana: FULL | Same verdict, checked against Louisiana's longer example list. Arizona prints one example (3(2 + x) → 6 + 3x); Louisiana prints Common Core's three, and the middle one, factoring 24x + 18y into 6(4x + 3y), is not practised with letters. Examples illustrate the verb 'generate equivalent expressions' and are not clauses; Kansas 6.EE.3, with the same three examples, is FULL. The child types expanded and combined forms in about half of live Expressions L4 items. |
| 6.NS.B.2 | Arizona twin (same code): 6.NS.B.2 FULL; Kansas twin (same number): 6.NS.2 FULL → Louisiana: PARTIAL | Moved at the 26OCT2026 refute-first audit. Louisiana writes 'using the standard algorithm', and the app checks only the typed or picked quotient (divisionSaplingQ L6-L7, with the 40% number-pad conversion); no Grade 6 item has the child carry out a step of long division. Louisiana's own 4.NBT.B.4 and 5.NBT.B.5 rows in this build hold the same clause as not practiced 'because only the answer is checked', as do Arizona's and Arkansas's K-5 rows, so the Grade 6 row is held the same way. The Kansas and Arizona FULLs on the same items are not followed. An under-claim. |
| 6.SP.A.2 | Arizona twin (same code): 6.SP.A.2 FULL; Kansas twin (same number): 6.SP.2 FULL → Louisiana: PARTIAL | Moved at the 26OCT2026 refute-first audit. Louisiana's row names center, spread and overall shape. Center and spread are practised (statisticsQ L2-L4, variabilityQ, boxStemQ), but no Grade 6 item (Statistics L1-L5) asks about a distribution's shape: no symmetry, skew, cluster, gap or peak question. The outlier, the dot-plot mode and the tallest histogram bar are single features, and 'shape' appears only in explanations. Kansas, Arizona and Alaska stated this gap as a weakness and kept FULL; Georgia 6.NR.2.3 was held on 'overall shape'. Held at PARTIAL, an under-claim. |
| 7.RP.A.3 | Arizona twin (same code): 7.RP.A.3 FULL → Louisiana: PARTIAL | Arizona writes the problem types as examples ('e.g., simple interest, tax, markups and markdowns …'), so its FULL rests on the multi-step percent solving itself. Louisiana drops 'e.g.' and prints them as the content of the standard ('percent problems of simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, and percent error'). Simple interest, tax, gratuities, commissions and percent increase and decrease are practised at Percents Level 8; markups and markdowns are never named or worked as a new price, fees are never a percent, and percent error never appears. Arkansas 7.PR.3, which names percent error, is PARTIAL for the same reason. |
| 7.EE.A.1 | Arizona twin (same code): 7.EE.A.1 PARTIAL → Louisiana: PARTIAL | Same verdict, one more missing clause. Louisiana adds 'to include multiple grouping symbols (e.g., parentheses, brackets, and braces)'. No item in the app uses brackets or braces or nests grouping symbols; every Expressions Level 5 expression has at most one pair of parentheses. |
| 7.EE.A.2 | Arizona twin (by meaning): 7.EE.A.2 PARTIAL → Louisiana: PARTIAL | Same verdict, different footing. Arizona's verb is 'Rewrite an expression in different forms', which no item asks. Louisiana's verb is 'Understand that rewriting … can shed light on the problem', and the child does read Louisiana's own example (a + 0.05a = 1.05a) and pick what it reveals. Held PARTIAL, as Kansas 7.EE.2 with the same wording is: the app always does the rewriting, and only percent increase and discount contexts appear. |
| 7.G.A.3 | Arizona twin (by meaning): 7.G.A.3 PARTIAL → Louisiana: PARTIAL | Arizona's statement names no solids; Louisiana names right rectangular prisms and right rectangular pyramids. Both appear in the five fixed slice cases (a box sliced parallel to its base; a square pyramid sliced parallel to its base and through its apex), but the box is never sliced any other way, and 'Describe' is met only by picking a name, so the row stays PARTIAL. |
| 7.G.B.6 | Arizona twin (by meaning): 7.G.B.6 PARTIAL → Louisiana: PARTIAL | Same verdict. Louisiana adds '(Pyramids limited to surface area only.)', so pyramid surface area is in scope; it is met only by one grade-8 item at Geometry Level 10 (square pyramid, SA = B + ½Pl). The real-world and composite-object clauses still fail as in Arizona. |
| 7.SP.B.3 | Arizona twin (same code): 7.SP.B.3 PARTIAL → Louisiana: PARTIAL | Same verdict, different clauses. Louisiana replaces the Common Core's 'expressing [the difference between centers] as a multiple of a measure of variability' with 'using quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation)', which the overlap, MAD-multiple and median/IQR comparison items practise, and adds 'describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered', which no item asks: the dot-plot samples have no context and no outlier. The two-level overlap judgement also still blocks FULL, as in Arizona. |
| 7.SP.C.8 | Kansas seed (same code): 7.SP.8 PARTIAL; no Arizona or Georgia grade-7 twin → Louisiana: PARTIAL | Arizona (8.SP.B.5) and Arkansas (8.SP.4) place compound probability in grade 8; Georgia has no matching grade-7 row. Judged on Louisiana's text and the Probability Level 6 code: 7.SP.C.8a is practised (coin-and-die and two-coin probabilities as a fraction of the sample space), 7.SP.C.8b only as tapping the outcomes of an event on a table the app draws, and 7.SP.C.8c (design and use a simulation) not at all. |
| 7.SP.C.5 | Georgia twin (by meaning): 7.PR.6.1 PARTIAL → Louisiana: FULL | Georgia's row asks the child to 'Describe' what probabilities near 0, ½ and 1 indicate, and choosing one of three fixed words is not describing. Louisiana's verb is 'Understand', as in Arizona 7.SP.C.5 and Kansas 7.SP.5 (both FULL): the child finds probabilities as fractions from 0 to 1 and reads probabilities near 0, at ½ and near 1 as unlikely, as likely as not, and likely. |
| 8.G.B.6 | Arizona twin (same code): 8.G.B.6 FULL → Louisiana: PARTIAL | Arizona's row reads 'Understand the Pythagorean Theorem and its converse', which the squares-proof and converse items practice by choice. Louisiana's row reads 'Explain a proof of the Pythagorean Theorem and its converse using the area of squares'. The child picks the finishing comparison of one squares proof described in words and applies the converse to three side lengths, but never explains a proof, no squares are drawn, and no proof of the converse is shown or asked. Choosing among options is not explaining. Alaska's 8.G.6 ('Explain the Pythagorean Theorem and its converse'), Arkansas's 8.GM.3 and Georgia's 8.GSR.8.1 were held PARTIAL on the same items. |
| 8.G.B.8 | Arizona twin (same code): 8.G.B.8 FULL; Arkansas 8.GM.5 FULL; Alaska 8.G.8 FULL; Georgia 8.GSR.8.3 PARTIAL → Louisiana: FULL | Louisiana's wording is the same as Arizona's and Alaska's: apply the Pythagorean Theorem to find the distance between two points in a coordinate system. Georgia's row was held PARTIAL only for its added 'in practical, mathematical problems'; Louisiana adds no setting. Attacked for an unperformed clause: g8GeomKnowledgeQ form 2 has the child turn the two coordinate changes into the legs of a right triangle and pick the distance against the L-shaped walk, which is the whole statement. Limits (whole-number distances from four triples, points always up and to the right, no grid) are stated in the note and do not remove a clause. |
| 8.NS.A.1 | Arizona twin (same code): 8.NS.A.1 PARTIAL; Kansas 8.NS.1 PARTIAL; Missouri 8.NS.A.1c FULL → Louisiana: PARTIAL (different blocking clause from Arizona) | Arizona dropped the conversion sentence and added 'Know that numbers whose decimal expansions do not terminate in zeros or in a repeating sequence of fixed digits are called irrational', which blocked it. Louisiana keeps the conversion and adds 'by analyzing repeating patterns'; the repeating-decimal-to-fraction items (0.777… → 7/9, 0.181818… → 2/11, 0.1666… → 1/6) practice it by choice, as Missouri's FULL 8.NS.A.1c found. Louisiana's row is held instead by 'Understand informally that every number has a decimal expansion; for rational numbers, show that the decimal expansion repeats eventually', the clause Kansas also held: the child picks a block or a count from a division already run and never shows the repeat, and no irrational decimal expansion is ever shown. |
| 8.EE.A.2 | Arizona twin (same code): 8.EE.A.2 PARTIAL → Louisiana: PARTIAL (one blocking clause, not two) | Arizona was held on 'where p is a positive rational number' and on 'Evaluate cube roots of perfect cubes less than or equal to 1000', because only ∛8 to ∛125 are dealt. Louisiana asks only for 'square roots of small perfect squares and cube roots of small perfect cubes', which √9 to √625 and ∛8 to ∛125 meet. Only 'where p is a positive rational number' holds the Louisiana row: every p is a positive whole number. |
| 8.F.A.3 | Arizona twin (same code): 8.F.A.3 PARTIAL → Louisiana: PARTIAL (different second clause) | Louisiana replaces the Common Core 'give examples of functions that are not linear' with 'categorize functions as linear or nonlinear when given equations, graphs, or tables'. Functions Level 3 categorizes from tables and from a drawn graph, so that clause is met for two of its three forms; no item categorizes from an equation, and the first clause, interpreting y = mx + b as defining a linear function whose graph is a straight line, still has no item. |
| 8.EE.C.7 | Kansas seed (same number): 8.EE.7 FULL → Louisiana: PARTIAL | Kansas's 8.EE.7 is a different statement (solving one-variable equations and inequalities, including variables on both sides), and its lettered rows were judged separately (8.EE.7a PARTIAL, 8.EE.7b FULL). Louisiana prints parts a and b inside one row, so part a, giving examples of each kind and showing the case by successively transforming the equation, holds the row at PARTIAL even though part b is practiced. Arizona's 8.EE.C.7, Alaska's 8.EE.7 and Georgia's 8.PAR.3.2 are PARTIAL on the same clause. |
| 8.G.C.9 | Kansas seed (same number): 8.G.9 FULL → Louisiana: PARTIAL | Kansas's 8.G.9 is a different standard (the distance between two points in a coordinate system, which is Louisiana's 8.G.B.8), so it was set aside. Judged by meaning against Arizona's 8.G.C.9, Georgia's 8.GSR.8.4 and Alaska's 8.G.9 (all PARTIAL): every volume item is a bare solid given by its radius and height, so 'use them to solve real-world … problems' is not practiced. |
| 8.G.A.3 | Arizona twin (same code): 8.G.A.3 PARTIAL → Louisiana: PARTIAL | Louisiana adds a Grade 8 limit: rotations only about the origin, dilations only from the origin, reflections only over the axes. The limit narrows the target but does not reach the items: the axis reflections of a single point sit inside it, yet no item rotates anything about the origin or applies a dilation from the origin to coordinates. The same limit is printed on 8.G.A.2 and 8.G.A.4 and changes neither verdict. |
| RL.6.1 | Arizona twin (same code): 6.RL.1 PARTIAL; Kansas seed RL.6.1 PARTIAL → Louisiana: PARTIAL | Louisiana adds 'relevant' to 'Cite textual evidence'. Choosing the relevant detail over true but off-point details is practised only on the informational passages (credited to RI.6.1), so on the stories the citing clause still blocks, as it did for Arizona and Kansas. |
| RI.6.1 | Arizona twin (same code): 6.RI.1 PARTIAL; Kansas seed RI.6.1 PARTIAL → Louisiana: PARTIAL | Louisiana adds 'relevant'. The octopus evidence item's wrong options are true details that support other points, so 'relevant' is practised by choice. The inference leg still blocks: no item has the child pick or cite the evidence for an inference. |
| RL.6.5 | Arizona twin (same code): 6.RL.5 FULL; Kansas seed RL.6.5 FULL → Louisiana: FULL | Louisiana's statement is word for word the Arizona statement (the Kansas statement differs only by two commas). Re-checked against the source: p6-secondlap item 5, p6-static item 4 and p6-lanterngirl item 3 each ask what job one sentence does in the whole story (theme and plot turn; ending answering the opening; setting by contrast), with wrong jobs as the other options. No Louisiana clause is unmet; weakness noted (sentence scale only). |
| RL.6.10 | Arizona twin (by meaning): 6.RL.10 PARTIAL; Kansas same-number seed RL.6.10 (a conventions standard, similarity 0.05, not used) → Louisiana: PARTIAL | Louisiana keeps the Common Core range-of-reading wording (grades 6–8 text complexity band, scaffolding at the high end), where Arizona's row uses its own complexity wording. Same evidence and same gaps: stories only, no drama or poem, short texts with no complexity measure. |
| RI.6.10 | Arizona twin (by meaning): 6.RI.10 PARTIAL; Kansas same-number seed RI.6.10 (a conventions standard, similarity 0.05, not used) → Louisiana: PARTIAL | Louisiana names literary nonfiction where Arizona says informational texts and nonfiction. The four Grade-6 nonfiction passages include narrative history, an argument essay and a personal journal, so the kind of text is met in short form; the complexity-band clause blocks, as for Arizona. |
| RI.6.2 | Arizona twin (same code): 6.RI.2 PARTIAL (blocking clause: provide a summary of the text distinct from personal opinions or judgments) → Louisiana: PARTIAL | Same verdict. The blocking clause is widened to include 'how it is conveyed through particular details', which the Arizona note itself says no reading item asks for; it now matches the RL.6.2 row. |
| RI.6.3 | Arizona twin (same code): 6.RI.3 PARTIAL → Louisiana: PARTIAL | Louisiana says 'elaborated' (the Kansas word) where Arizona says 'developed'; same meaning. The blocking clause is narrowed to 'introduced, illustrated', because elaboration is asked directly (p6-octopus item 4, p6-quiet item 4). |
| RI.6.9 | Arizona twin (same code): 6.RI.9 PARTIAL → Louisiana: PARTIAL | Louisiana adds the example of a memoir beside a biography. The storm pair (a first-person journal beside a news brief) is close to that example, but it is one pair with four picked items, so the verdict stays PARTIAL. |
| W.6.1 | Arizona twin (same code): 6.W.1 PARTIAL → Louisiana: PARTIAL | Same verdict and the same Writing Coach evidence. The blocking clause is narrowed from Arizona's 'using credible sources and demonstrating an understanding of the topic or text' to 'using credible sources', the part no item touches at all; the note still says no text is involved and no rubric line grades how reasons and evidence are organized. |
| W.6.6 | Arizona twin (by meaning): 6.W.6 PARTIAL → Louisiana: PARTIAL | Louisiana's W.6.6 is not the Common Core sentence Arizona judged: it drops the keyboarding clause and makes collaboration optional ('either independently or in collaborating with others'). Typed, independent production in WriteBox meets 'produce ... using technology'; the row is held on 'publish', because the writing goes only to the grader. |
| SL.6.6 | Arizona twin (by meaning): 6.SL.6 NOT COVERED → Louisiana: NOT COVERED | Louisiana adds 'audience' to Arizona's 'contexts and tasks'. The verdict does not move: the child never speaks to anyone, and the formal-style rubric lines are writing, credited to W.6.1 and W.6.2. |
| L.6.4 | Arizona twin (same code): 6.L.4 PARTIAL → Louisiana: PARTIAL | Same evidence and verdict. Louisiana letters the parts differently (context a, roots and affixes b, reference materials c, verify d), so the note and blocking clause use Louisiana's letters; the blocking clause is still the reference-materials part. |
| L.6.5 | Arizona twin (same code): 6.L.5 PARTIAL → Louisiana: PARTIAL | Same verdict, different blocking clause. Arizona held the row on 'Interpret figures of speech (e.g., personification) in context'; three passage items do have the child choose what a figure means in context, and personification is only Louisiana's example. The clause with no performance is part b: the child names a cause/effect, part/whole or item/category relationship between two words already known, and only the explanation uses it to understand a word. |
| L.6.6 | Arizona twin (same code): 6.L.6 PARTIAL → Louisiana: PARTIAL | Same verdict, different blocking clause. Arizona held the row on 'use accurately', which Writing Coach does grade (domain-specific words, transitions, cohesive words, 'per' and math terms) but only behind the paid switch. The clause nothing practises is 'gather vocabulary knowledge when considering a word or phrase important to comprehension or expression', because the app always chooses the word. |
| 6.SP.A.3 | Arizona twin (same code): 6.SP.A.3 FULL; Kansas twin (same number): 6.SP.3 FULL → Louisiana: PARTIAL | Moved at the 26OCT2026 second refute-first audit, which attacked every row still FULL. The measure-of-center half is practised: the Level 3 house-price item makes the child reject 'the range' as a measure of center. The variation half rests on one item, the Level 3 two-group item, and its key ('… is more spread out — its range is larger') is the shortest option in every deal (760 of 760 sampled deals) and the only option whose reason agrees with its claim, so it can be answered without reading the data. The range and variability items compute a spread number; that it describes variation is said only in the explanations. Kansas and Arizona hold FULL; Louisiana is PARTIAL on that shortcut. |
| RL.6.5 | NOTE-ONLY | Note refresh, 31 Oct 2026: the Grade-6 reading bank grew from seven passages to twelve (p6-bread, p6-leaves, p6-garden, p6-whisper, p6-packhorse). The passage count is now twelve and the three cited structure items come up about one time in seventeen Grade-6 reading-comprehension questions (was one in ten); 'Three questions' reads 'Three of the questions'. Verdict unchanged (FULL). |
| RL.6.2 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Two stories ask for their theme (was one) and three for a summary (was two), since 'Enough of Each' asks both; the new items are named and not credited. Verdict unchanged (PARTIAL). |
| RL.6.3 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The 'BEST summary' items sit on three stories (was two), with 'Enough of Each' named and not credited. Verdict unchanged (PARTIAL). |
| RL.6.4 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Figurative meaning is no longer said to be asked twice: a third item on 'Enough of Each' (the dough that 'answers') is named and not credited. Verdict unchanged (PARTIAL). |
| RL.6.6 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The 'Static' point-of-view item comes up about once in 60 Grade-6 reading questions (was once in 35), measured with the real session builder over 60,000 reading questions per language (1 in 58.5 in English and in Spanish; exact 1 in 60). Verdict unchanged (PARTIAL). |
| RL.6.9 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The note no longer implies one pair: the second pair is also a journal against an informational text, so the stated reason still holds. Verdict unchanged (PARTIAL). |
| RL.6.10 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Forms and note: the stories run 99 to 162 words (were 99 to 153) and number four (were three), with the travel journal of the second pair named beside the storm journal. Verdict unchanged (PARTIAL). |
| RI.6.2 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Central idea and summary are each asked on two informational passages (was one only); the new items are named and not credited. Verdict unchanged (PARTIAL). |
| RI.6.3 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The elaboration items are no longer counted as two passages and 'the one example in the set' is gone, because 'Books on Horseback' and 'Every School Needs a Garden' add more; the new opening item on 'The Color Underneath' touches the 'introduced' reason, so the row stays PARTIAL until the two-auditor re-check. Verdict unchanged (PARTIAL). |
| RI.6.4 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The two in-text items are the audited ones; 'carotenoids' and 'donated' are named and not credited. Verdict unchanged (PARTIAL). |
| RI.6.5 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The new opening item on 'The Color Underneath' is named and not credited; it touches the stated reason, so the row stays PARTIAL until the two-auditor re-check. Verdict unchanged (PARTIAL). |
| RI.6.8 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: A second argument passage, 'Every School Needs a Garden', now exists (named, not credited); the stated reason included one passage, so the row stays PARTIAL until the two-auditor re-check. Verdict unchanged (PARTIAL). |
| RI.6.9 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: A second passage pair, 'Two Ways to Hear a Whisper', now exists (named, not credited); the stated reason included one pair, so the row stays PARTIAL until the two-auditor re-check. Verdict unchanged (PARTIAL). |
| RI.6.10 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Forms and note: the nonfiction set is eight passages (was four) and the texts run about 100 to 160 words (was 100 to 150); the four new passages are named and not credited. Verdict unchanged (PARTIAL). |
| L.6.1 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Generator and note: the four cited pronoun items are four of the twelve in the pronoun family (still dealt about 1 deal in 3), and the eight new ones are not credited. Verdict unchanged (PARTIAL). |
| L.6.2 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Twelve fixed sentences (were four); the four quoted are given as examples. Verdict unchanged (PARTIAL). |
| L.6.3 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: Tone is no longer said to be judged once, because 'Two Ways to Hear a Whisper' asks the same tone question (named, not credited). Verdict unchanged (PARTIAL). |
| L.6.4 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The three context items are the audited ones; 'carotenoids', 'donated' and the dough that 'answers' are named and not credited. Verdict unchanged (PARTIAL). |
| L.6.5 | NOTE-ONLY | Note refresh (counts and rates), 31 Oct 2026: The three figurative items are the audited ones; a fourth on 'Enough of Each' (the dough that 'answers') is named and not credited. Verdict unchanged (PARTIAL). |
| L.6.6 | 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). |
| L.6.1 | NOTE-ONLY | Note refresh (pronoun items), 31 Oct 2026: (a) no longer says the possessive case is never asked at grade 6: it was not assessed at audit, and the possessive-pronoun item added on 31 Oct 2026 ('The blue backpack is hers, and the red one is mine.') is named and not credited; (d) says the child never corrected a vague pronoun at audit, and the item added on 31 Oct 2026 that asks the child to choose the corrected sentence ('Which revision fixes the UNCLEAR pronoun?') is named and not credited. Verdict unchanged (PARTIAL). |
Some verbs in the standards cannot be honestly assessed by an app, and we do not pretend otherwise: conducting real surveys, experiments, or simulations (we assess the design-judgment half); freehand drawing and construction; and speaking & listening as spoken practice (taking part in a discussion, presenting, listening to a speaker). Codes built on those verbs appear above as NOT COVERED or with the limitation named in their notes.