Generated 2026-09-15 · State: MO · 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 K–5 report for Missouri is published separately at acornsmarts.com/standards/missouri/.
| Code | Verdict | Evidence (generator · forms) | Notes |
|---|---|---|---|
| 6.RP.A.1 | FULL | ratiosSaplingQ L5 part-to-part vs part-to-whole in a group context (a:b vs a:total distractors); equivalent-ratio recognition (which ratio equals a:b, with order-flip distractor) ▶ Play a live item from this skill |
Ratio-as-comparison assessed by recognition; representation via choosing correct a:b notation with the part-to-whole and order-flip misconceptions as distractors. |
| 6.RP.A.2 | PARTIAL | ratiosSaplingQ L6 price per notebook (per = divide), train unit rate with unit-labeled answers (mph), better-buy per-ounce comparison ▶ Play a live item from this skill |
Unit-rate concept and computation solidly exercised; the 'describe the meaning' clause is production — the meaning lives in answer labels and rationales, the student never describes it. Blocking clause: describe the meaning of unit rate |
| 6.RP.A.3a | PARTIAL | ratiosSaplingQ L5 (kind 1) equivalent-ratio table described in words (n1 lemons -> n1*per oz, n2 -> ?, n3 -> n3*per oz), find the missing value ▶ Play a live item from this skill |
Find-missing-values is exercised; creating the table and plotting the pairs are production/display and nothing plots ratio pairs (coordinateSaplingQ plots nothing either — its items are quadrants/reflections/distance). Blocking clause: Create tables of equivalent ratios ... and plot the pairs of values on the Cartesian coordinate plane |
| 6.RP.A.3b | FULL | ratiosSaplingQ L6 total cost / count = price per one (with half-dollar prices), distance/time = unit rate, better-buy via per-ounce rates ▶ Play a live item from this skill |
All three L6 forms are solve-a-unit-rate-problem; distractors encode 'more total = better' and inverted-rate errors. |
| 6.RP.A.3c | FULL | percentsSaplingQ L5-L6 L5: p% of n (p mult of 5, n mult of 20); L6: find the whole given part and percent ('part is p% of a number'), and find the percent from part/whole in context ▶ Play a live item from this skill |
Forward percent-of, find-the-whole inversion, and find-the-percent are all generated — the Grade-6 percent triangle is exercised on all three corners. |
| 6.RP.A.3d | PARTIAL | ratiosSaplingQ L7 inches->feet (incl .5 results), hours->minutes (the .5h=50min trap), recipe ratio scaling ▶ Play a live item from this skill |
Conversions are within-system only (customary length, time). No metric<->customary 'between two systems' item exists anywhere in the generator. Blocking clause: within and between two systems of measurement |
| 6.NS.A.1a | FULL | fractionsSaplingQ L6-L7 L6: whole / unit fraction (servings), unit fraction / whole (share brownies), same-denominator counting; L7: 1/b / 1/(bk) computed, a/b / 1/d word problem computed, structure check a/b / c/d = a/b x d/c ▶ Play a live item from this skill |
Weak corner an adversary will name: every COMPUTED division has a unit-fraction divisor; the general a/b / c/d (c>1) appears only as invert-and-multiply structure recognition, never computed to a value. |
| 6.NS.B.2 | FULL | divisionSaplingQ L6-L7 bare 3-4 digit / 2-digit division (quotient 11-42, divisor 12-29) with off-by-one distractors; factory packing word problem (up to ~3500 / 2-digit) ▶ Play a live item from this skill |
Fluency demonstrated via computation; distractors q±1 force the actual division. Dividends stay under ~4 digits and every quotient is exact (no remainders) — the honest ceiling of the claim. |
| 6.NS.B.3 | FULL | decimalsSaplingQ L6-L7 L6: add and subtract money-style hundredths (place-alignment distractors +0.10/+1.00); L7: 0.x times 0.y (place-count distractors) and tenths / 0.x (multiply-both-by-10) ▶ Play a live item from this skill |
All four operations generated. Scope note for the adversary: x/y in mult/div are single tenths digits and add/sub is integer-cents — fluency at hundredths, not long multi-digit decimals. |
| 6.NS.B.4a | FULL | factorsSaplingQ L5-L6 GCF of g*m1 and g*m2 (coprime m's, values <=100) with min-multiplier and 2g distractors; LCM of pairs like 6&8 with a*b-is-not-always-least distractor ▶ Play a live item from this skill |
Both GCF and LCM are found by computation; whys walk the factor/multiple structure. |
| 6.NS.B.4b | FULL | factorsSaplingQ L6 (distributive branch) 'Use the distributive property: a + b = ?' with answer g(m1+m2) and un-divided-addends distractor g(a+b) ▶ Play a live item from this skill |
The rewrite is selected, not typed, but the expectation's verb is 'use ... to express' and choosing g(m1+m2) over g(a+b) requires performing the factoring — MC-compatible under the house standard. |
| 6.NS.C.5 | FULL | integersQ L1, L4 below-zero temperature -> -n; drone/diver above/below sea level; earned/spent with what-does-0-mean-here ▶ Play a live item from this skill |
Positive/negative representation of real quantities plus the meaning of 0 as reference point are both directly asked. |
| 6.NS.C.6a | PARTIAL | integersQ L1 (form 2) 'On the number line, where is -n?' -> 'n units LEFT of zero' (recognition) ▶ Play a live item from this skill |
Location is described in words — no rendered number line (display wall) — and only negative integers are located; no fractions/decimals, no vertical line. Graded down as an easy-corner claim. Blocking clause: on a horizontal or vertical number line |
| 6.NS.C.6b | PARTIAL | integersQ L2 which of two negatives is LESS; account-balance comparison (-$debt vs -$debt2, who has less money) ▶ Play a live item from this skill |
Ordering/comparison is genuinely exercised, including the interpret side (debt context); 'write' and 'explain' are production. Only pairs are ordered — never a list of 3+ mixed rationals. Blocking clause: Write, interpret and explain |
| 6.NS.C.6c | FULL | integersQ L1 (form 0) 'What is the opposite of v?' (v either sign) with same-number and off-by-one distractors; why states other-side-of-zero, same distance, sum to zero ▶ Play a live item from this skill |
Understand-as-assessed-by-recognition; picking -v over v tests exactly the opposite-sides-of-zero idea. |
| 6.NS.C.7 | FULL | integersQ L3 |v| = ? (v either sign, negative-answer distractor); order-vs-magnitude statement item: -a < -b but |-a| > |-b| (the 6.NS.C.7-family trap) ▶ Play a live item from this skill |
Distance-from-zero definition and the comparison/magnitude distinction are both directly assessed. |
| 6.NS.C.8 | FULL | percentsSaplingQ L7 percent -> decimal (one-place-shift distractor), fraction -> percent, decimal -> fraction (p/10 denominator trap) over a 10-entry halves/quarters/fifths/tenths table ▶ Play a live item from this skill |
All three directions of the triple equivalence generate. The standard's optional 1/3, 2/3 benchmarks are absent (the equivalence table is terminating-decimal only), which the 'and/or' wording permits. |
| 6.EEI.A.1 | PARTIAL | expressionsQ L1 'Which of these is an EQUATION?' — ax+b=r vs ax+b vs ax-b ▶ Play a live item from this skill |
The distinction itself is assessed by recognition (needs the = sign, an expression claims nothing), but the expectation's verb is 'describe' — production. Honest PARTIAL rather than a verb-swap FULL. Blocking clause: Describe |
| 6.EEI.A.2a | PARTIAL | expressionsQ L1 'In cx + k, what is the COEFFICIENT?' with constant and c+k distractors ▶ Play a live item from this skill |
Identify is MC-compatible and exercised — but on ONE term of the vocabulary. 'Term', 'sum', 'product', 'factor', 'quotient', 'constant' are never the asked-for part (constant appears only in the rationale). Easy-corner grade-down. |
| 6.EEI.A.2b | FULL | expressionsQ L2 evaluate ax + b at x = value, with the digit-concatenation trap (a then x glued = 'ax') and a(x+b) as distractors ▶ Play a live item from this skill |
Substitution-then-order-of-operations is the work. Single-variable only — the plural 'variables' is technically wider, noted for the adversary. |
| 6.EEI.A.2c | PARTIAL adversarial: NOTE-ONLY |
expressionsQ L2 (exponent branch) b^e = ? (b 2-5, small e) with b*e and b+e distractors ▶ Play a live item from this skill |
Numeric evaluation exists but only as a single-operation exponent item; no multi-step order-of-operations expressions and no fractions or decimals ever appear, so 'non-negative rational number expressions' is exercised only at its whole-number corner. |
| 6.EEI.A.2d | PARTIAL | expressionsQ L3 (write side) + L2 (evaluate side) choose the expression for 'k less than twice a number' (2n-k vs k-2n vs 2(n-k)); choose per*b + k for tickets-plus-flat-shipping; evaluate ax+b at a value ▶ Play a live item from this skill |
Evaluate is FULL-grade; 'write' is production — the student selects a pre-written expression, catching order-of-subtraction and shipping-per-ticket misconceptions, but never writes one. Blocking clause: Write |
| 6.EEI.A.2e | FULL | equationsSaplingQ L6 (dependent-variable branch) + expressionsQ L3 'Which is the DEPENDENT variable?' over 3 contexts (cost/pounds, distance/hours, pay/lawns) with 'neither' distractor; context expressions where the variable's meaning (b = tickets) drives the answer ▶ Play a live item from this skill |
Understanding of what the variable stands for in context is assessed by recognition. Thin bank (3 fixed context pairs) — flagged as attackable. |
| 6.EEI.A.3 | PARTIAL | expressionsQ L4 combine like terms ax + bx (exponent-creep distractor sumx^2); distribute a(x + b) with un-distributed-b distractor ▶ Play a live item from this skill |
Identify-equivalent is fully exercised on the two core properties (like terms, distributive); 'generate' is production and blocked. Blocking clause: generate |
| 6.EEI.B.4 | FULL | equationsSaplingQ L6 (substitution branch) + inequalitiesQ L2 which value from {x-1, x, x+2} makes ax + b = rhs true; which value from a 3-element set makes x + a > c true (boundary value as distractor) ▶ Play a live item from this skill |
Both the equation and the inequality halves of the expectation generate, and both use a specified set — the exact framing of the standard. |
| 6.EEI.B.5 | FULL | inequalitiesQ L2-L3 + equationsSaplingQ L6 rationale 'How many solutions does x > c have?' (infinitely many vs one vs none); test-the-set items whose whys frame the answer set ▶ Play a live item from this skill |
The solution-set-as-values-that-make-it-true idea is directly asked (infinitely many, the boundary excluded), not just narrated. |
| 6.EEI.B.6 | PARTIAL | equationsSaplingQ L5 solve x+a=, x-a=, ax=, x/a= (bare symbolic one-steps, both-sides whys) ▶ Play a live item from this skill |
Solving is exercised but only on context-free symbolic equations; no item presents a situation and has the student form (or even select) the equation. The 'write' clause and the represent-quantities framing are both unexercised. Blocking clause: Write and solve equations using variables to represent quantities |
| 6.EEI.B.7 | PARTIAL | equationsSaplingQ L5 all four one-step forms: x + a = c, x - a = c, ax = c, x / a = c, with wrong-inverse-operation distractors ▶ Play a live item from this skill |
The verb (solve) and all four operations are exercised — but every coefficient, constant, and solution is a whole number. 'Non-negative rational numbers' at Grade 6 means fraction/decimal one-steps, and none generate. Easy-corner grade-down. |
| 6.EEI.B.8a | PARTIAL | inequalitiesQ L1 choose h > c for 'must be MORE than c inches'; choose d < m for 'LESS than $m left' (= sign as distractor) ▶ Play a live item from this skill |
Selection, not writing (production wall); additionally only the strict forms > and < generate — ≥ and ≤ (at least / no more than) never appear. Blocking clause: Write an inequality of the form x > c, x < c, x ≥ c, or x ≤ c |
| 6.EEI.B.8b | PARTIAL | inequalitiesQ L3 'what does the solution set of x > c look like?' — open circle at c, shaded right, going on forever (filled-circle and wrong-direction distractors); 'how many solutions' companion ▶ Play a live item from this skill |
Earns its PARTIAL honestly: every feature of the graph (open vs closed, direction, unboundedness) is assessed by recognition in words. The picture itself is never drawn or displayed — capped per the standing wall. Blocking clause: Graph |
| 6.EEI.C.9a | PARTIAL adversarial: RECLASSIFY |
equationsSaplingQ L6 (dependent-variable branch) identify the dependent variable in cost/distance/earnings contexts ▶ Play a live item from this skill |
Only the prerequisite (which quantity depends on which) is assessed; no item writes or even selects the equation d = 60t / c = 2p. The header comment claims 6.EEI.C.9a but the generated items stop short of the equation. Blocking clause: Write an equation to express one quantity ... in terms of the other quantity |
| 6.EEI.C.9b | FULL adversarial: DOWNGRADE · re-audited ×1 · re-audited ×2 (CONFIRMED) |
equationsSaplingQ L6 (dependent-variable branch) the same dep/ind identification items — 'changes IN RESPONSE to' reasoning in the why ▶ Play a live item from this skill |
Weakest PARTIAL on the sheet: the only content is verbal dependence-direction reasoning, shared with 9a/2e. No graph, table, or equation of a relationship is ever presented, let alone related to each other. One step above NOT COVERED, no more. Blocking clause: using graphs, tables and equations and relate these representations to each other |
| 6.GM.A.1 | FULL | geometrySaplingQ L6-L7 L6: triangle (half-parallelogram, forgot-/2 distractor), parallelogram (perimeter distractor), trapezoid (missing-/2 distractor); L7: L-shape by decompose-and-subtract, kite via half-the-diagonal-rectangle ▶ Play a live item from this skill |
Compose/decompose is not just the method in the why — the L-shape item is decomposition by construction, and the whys derive each formula from rectangles/triangles. |
| 6.GM.A.2a | PARTIAL | volumeSaplingQ L4 compute V of an l x w x (h+0.5) prism where the l*w*hWhole distractor is exactly the missing half-LAYER ▶ Play a live item from this skill |
The layers idea is carried by the distractor structure and rationale ('the half-unit of height adds half a layer'), but no item ever asks about filling with layers of the base — 2a's understanding is inferred from a 2b computation item. Graded down to keep 2a and 2b from double-claiming the same question. |
| 6.GM.A.2b | FULL | volumeSaplingQ L4-L5 V = l*w*h with a fractional (.5) edge; V = Bh given base AREA B and fractional height (B-already-is-the-area why) ▶ Play a live item from this skill |
Both named formulas are applied, both with fractional edges — the Grade-6 extension beyond whole-unit prisms. |
| 6.GM.A.3a | FULL | coordinateSaplingQ L4 (quadrant branch) which quadrant holds (x, y) with nonzero signed coordinates; why maps sign-of-x/sign-of-y to left-right/up-down and names the counterclockwise numbering ▶ Play a live item from this skill |
Signs-indicate-quadrant is the whole item; all four quadrants reachable. |
| 6.GM.A.3b | FULL | coordinateSaplingQ L4 (reflection branch) reflection of (x, y) across the x-axis, with across-y (-x, y) and across-both (-x, -y) as the distractors ▶ Play a live item from this skill |
The distractor set IS the standard: differ-by-one-sign vs differ-by-both-signs, each named as a reflection in the why. Source point is always quadrant-I and the asked axis is always x — noted. |
| 6.GM.A.3c | FULL adversarial: NOTE-ONLY |
coordinateSaplingQ L5 distance between (x, y1) and (x, y2) with y1 > 0 > y2; |y1 - y2| with the subtract-instead-of-add |y1 + y2| distractor ▶ Play a live item from this skill |
Find-distance is exercised with the crossing-zero addition insight. Attackable corner: always the SAME-first-coordinate case (never same y), and always crossing the axis — no same-side pair. |
| 6.GM.A.3d | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
Nothing in coordinateSaplingQ (or anywhere) places polygon vertices on the plane: the generator's three forms are quadrants, reflections, and axis-aligned distance. 'Construct' would cap this at PARTIAL even if vertex content existed; it does not. |
| 6.GM.A.4a | PARTIAL | geometrySaplingQ L8 nets appear as given, worded descriptions ('a cube's net is 6 equal a x a squares'; 'a prism's net has lxw, lxh, wxh rectangles — two of each') feeding surface-area computation ▶ Play a live item from this skill |
The net-to-solid correspondence is taught in the rationale ('the net IS the surface unfolded') but no item asks the student to represent a figure with a net or pick the correct net for a solid. Blocking clause: Represent |
| 6.GM.A.4b | PARTIAL | geometrySaplingQ L8 cube SA = 6a^2 from its net (volume a^3 as distractor); rectangular prism SA = 2(lw+lh+wh) from its listed net rectangles (forgot-the-2 and volume distractors) ▶ Play a live item from this skill |
SA is genuinely found via the (described) net — but only rectangle-faced solids generate; no triangular prism or pyramid, so the 'sides made up of rectangles AND TRIANGLES' scope is half-covered, and the net itself is words, not a displayed figure. The code's own comment calls this an honest PARTIAL. Blocking clause: and triangles |
| 6.DSP.A.1 | FULL | statisticsQ L1 which IS / which is NOT a statistical question, drawing the correct answer and both distractors from a 7-pair bank of variability-vs-single-answer questions ▶ Play a live item from this skill |
Recognize is the standard's own verb; the anticipates-variability rationale is the discriminator between the paired questions. |
| 6.DSP.A.2 | FULL | statisticsQ L3-L4 which group is more spread out (range comparison); which value is the OUTLIER in a clustered list; whys describe distributions by center, spread, and stray values ▶ Play a live item from this skill |
Center and spread are assessed by recognition; 'overall shape' (peaks, symmetry, skew) is named only in rationale text — the shape corner is the attack surface on this FULL. |
| 6.DSP.A.3 | FULL | statisticsQ L2-L3 compute mean/median/mode/range with concept-bearing distractors (median-as-mean, unsorted-middle, range-is-not-center); 'the range is not even a measure of center' discrimination in L3 ▶ Play a live item from this skill |
Single-number-summary vs how-values-vary is carried by both the computations and the L3 center-vs-spread contrast items. |
| 6.DSP.B.4a | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
Verified against the generator: statisticsQ prompts never mention dot plots, histograms, or box plots (standing test-locked wall; the header comment itself says the display-building codes stay honestly unbuilt). All data arrives as raw comma-separated lists. | 04 Sep L5 displays: L5: dot plots are both DISPLAYED (construct register) and INTERPRETED (total/mode reading); histogram interpretation via interval bars. BLOCKING: "histograms and box plots" display halves. |
| 6.DSP.B.4b | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
No circle-graph content of any kind exists; both the create and interpret halves are absent. Blocking clause: Create and interpret circle graphs |
| 6.DSP.B.5a | PARTIAL | — — |
The generator's header comment claims the 6.SP.5a family, but no generated question ever asks for the number of observations — counting the 5-6 listed values is implicit inside mean computation, never assessed. Flagged so the comment doesn't get inherited as coverage. | 04 Sep L5 displays: L5 reading items report n from a display. BLOCKING: free production of the report. |
| 6.DSP.B.5b | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
No item addresses the attribute under investigation, how it was measured, or its units; contexts (pets, house prices) carry units incidentally but nothing asks about them. 'Describe' would cap this at PARTIAL anyway; there is no content to cap. |
| 6.DSP.B.5c | PARTIAL | statisticsQ L2 find the MEAN (skew-aware distractor), find the MEDIAN (sort-first), find the MODE, find the RANGE of 5-value lists ▶ Play a live item from this skill |
Center measures (mean, median) are computed as the standard asks; but the standard's named variability measures — IQR and MAD — never appear (range substitutes), and 'describing any overall pattern and any striking deviations' is production. Two independent blocks. Blocking clause: interquartile range and/or mean absolute deviation |
| 6.DSP.B.5d | FULL | statisticsQ L3-L4 which measure of center BEST describes a typical house when a $200k+ outlier is present (median vs mean-uses-every-value vs range); which measure changes MOST when the outlier is removed ▶ Play a live item from this skill |
The choice-of-measure analysis is exactly what both items assess, by recognition, with the outlier-drags-the-mean mechanism as the discriminator. Shape-based (as opposed to outlier-based) choice never generates — noted. |
| Code | Verdict | Evidence (generator · forms) | Notes |
|---|---|---|---|
| 7.RP.A.1 | PARTIAL | ratiosSaplingQ L6 price per notebook (per = divide, half-dollar prices), train unit rate with mph-labeled answers, better-buy per-ounce comparison ▶ Play a live item from this skill |
Unit rates are computed in three forms, but every rate is whole-number-or-half over a whole count; no complex-fraction rate ((1/2 mile)/(1/4 hour)) exists anywhere — the Grade-7 extension clause is the whole delta from 6.RP and it is absent. Blocking clause: including those that involve complex fractions |
| 7.RP.A.2a | FULL | ratiosSaplingQ L8 table (x,y) triples: is-it-proportional yes/no, with a broken-last-pair variant and a does-not-start-at-(1,1) distractor ▶ Play a live item from this skill |
Testing every row for one constant y/x ratio is the item; the (1,1) distractor targets the origin misconception. Adversary note: tables only — proportionality is never judged from a graph, equation, or verbal description. |
| 7.RP.A.2b | FULL | ratiosSaplingQ L8 find k from a proportional table (k = y/x, confirmed on the second row), with first-y and x-value distractors ▶ Play a live item from this skill |
Identify-and-compute is exercised exactly as stated; why derives k = y ÷ x. Narrow range: k = 2-8, two-row tables, and k is never read from an equation y = kx. |
| 7.RP.A.2c | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
No item presents a graph of a proportional relationship, so no point (x, y) is ever interpreted; 'explain' would cap this at PARTIAL even if graph content existed. Verified: ratiosSaplingQ L8 works entirely in table notation. |
| 7.RP.A.2d | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
The through-the-origin fact never appears — the L8 distractor about '(1,1)' and its rationale explicitly dodge the origin claim ('does not require starting at (1,1)') without ever asserting the graph passes through (0,0). No graph is rendered anywhere. |
| 7.RP.A.3 | FULL re-audited ×1 · re-audited ×2 (CONFIRMED) |
percentsSaplingQ L8 + ratiosSaplingQ L6-L8 sales-tax total (with one-step ×1.05-style multiplier in the why), percent change against the ORIGINAL value; unit-rate and proportional-table problems ▶ Play a live item from this skill |
Multi-step percent problems and rate/proportion problems both generate. Weak-FULL flag: the percent bank is exactly two forms (tax and percent increase) — no discount, markup, simple interest, or percent decrease; percent-change values are locked to {10,20,25,50}. |
| 7.NS.A.1a | PARTIAL | integersG7Q L5 negative + positive climb, a − (−b) subtract-a-negative, distance between signed values ▶ Play a live item from this skill |
Add/subtract with signs is genuinely exercised — but every operand is an INTEGER. 'Rational numbers' at Grade 7 means signed fractions and decimals too (−3/4 + 1/2), and none generate. Same easy-corner grade-down as 6.EEI.B.7 whole-number one-steps. |
| 7.NS.A.1b | PARTIAL | integersG7Q L5 number-line language in prompts (distance 'on the number line') and whys ('adding on the number line is MOVEMENT') ▶ Play a live item from this skill |
The number-line model is the reasoning voice of every L5 rationale, but no item renders a number line or asks the student to place/represent a sum on one — the standing display wall. Vertical lines never mentioned. Blocking clause: Represent addition and subtraction on a horizontal or vertical number line |
| 7.NS.A.1c | PARTIAL adversarial: DOWNGRADE · re-audited ×1 · re-audited ×2 (CONFIRMED) |
integersG7Q L5 (form 1 rationale) subtract-a-negative item whose why runs through opposites ('taking away a debt leaves you richer') ▶ Play a live item from this skill |
No item asks v + (−v) = ? or names additive inverses; the opposite-sum-zero idea lives one generator away (Grade-6 integersQ L1) and in L5 rationales only. 'Describe situations' is production on top of thin content — one step above NOT COVERED. Blocking clause: Describe situations and show that a number and its opposite have a sum of 0 |
| 7.NS.A.1d | PARTIAL adversarial: DOWNGRADE · re-audited ×1 · re-audited ×2 (CONFIRMED) |
integersG7Q L5 (form 1) a − (−b) = ? with a−b and −(a+b) distractors; why states 'subtracting a negative adds its opposite' plus the debt interpretation ▶ Play a live item from this skill |
Understand-as-assessed-by-recognition: choosing a+b over a−b requires the add-the-inverse conversion. Weak-FULL flag: ONE form only — the minuend is always positive and the subtrahend always negative; p − q with both negative, or a positive subtrahend rewritten as adding a negative, never generates. |
| 7.NS.A.1e | PARTIAL adversarial: DOWNGRADE · re-audited ×1 · re-audited ×2 (CONFIRMED) |
integersG7Q L5 (form 2) distance between p (negative) and q (positive) on the number line; distractors are the sum's magnitude and |p| ▶ Play a live item from this skill |
The item and its why are the standard verbatim: distance = |q − p|, 'the difference of two numbers IS the distance between them — signs included.' Attackable corner: the pair always straddles zero (p<0<q); two same-sign points never generate. |
| 7.NS.A.1f | PARTIAL | integersG7Q L5 (rationales) debt-removal and below-zero-climb interpretations inside whys ▶ Play a live item from this skill |
Sum/difference interpretation is rationale-only — the L7 context items interpret PRODUCTS and quotients (temperature × hours, debt ÷ friends), not sums. No item asks what a sum or difference means in a situation. Blocking clause: Interpret sums and differences of rational numbers |
| 7.NS.A.2a | PARTIAL | integersG7Q L6 (−a)×(−b), (−a)×b with sign-count whys, (−nd)÷dv with sign-inheritance check ▶ Play a live item from this skill |
All three sign cases of multiplication plus signed division generate — but operands are integers only. Signed fractions and decimals (the 'rational' scope) never appear; same easy-corner cap as 7.NS.A.1a. |
| 7.NS.A.2b | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
Nothing in the Grade-7 band mentions reciprocals or a product of 1. The nearest content (fractionsSaplingQ's invert-and-multiply structure item) is a Grade-6 division claim, not a multiplicative-inverse claim, and is not credited here. |
| 7.NS.A.2c | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
No item asserts or tests that p/q (q≠0) is rational. Verified: integersG7Q division items produce integer quotients by construction and never name the rational-number closure idea even in rationales. |
| 7.NS.A.2d | PARTIAL | percentsSaplingQ L7 fraction → percent → decimal triple equivalence over a fixed halves/quarters/fifths/tenths table ▶ Play a live item from this skill |
Conversion is exercised only through benchmark TERMINATING fractions from a below-band generator already claimed for MO 6.NS.C.8 — no long division, no repeating decimals (1/3 appears once as a distractor in irrationalsQ). Double-claim risk flagged; graded PARTIAL, not FULL. |
| 7.NS.A.2e | PARTIAL adversarial: UPGRADE |
— — |
The terminates-or-repeats characterization appears only inside a Grade-8 rationale (irrationalsQ L1: 'every terminating or repeating decimal is rational') — rationale-only content does not count as coverage, per the 6.DSP.B.5a precedent. |
| 7.NS.A.2f | PARTIAL adversarial: DOWNGRADE · re-audited ×1 · re-audited ×2 (CONFIRMED) |
integersG7Q L7 temperature drops rate°/hr for hrs hours (product with direction-vs-size why); friends splitting a −$debt (quotient whose sign is the interpretation) ▶ Play a live item from this skill |
Both context items make the interpretation the discriminator — the positive-share distractor 'would say each person GAINED money.' Weak-FULL flag: integer contexts only, and exactly two scenario templates. |
| 7.NS.A.3 | PARTIAL | integersG7Q L7 (+ L5-L6 bare ops) real-world signed multiplication and division problems; bare add/subtract/multiply/divide items ▶ Play a live item from this skill |
Problems with signed numbers are solved, but contextual problems exercise only ×/÷, operands are integers throughout, and no problem chains two operations. 'Four arithmetic operations with rational numbers' is met at its integer, single-step corner. |
| 7.EEI.A.1 | FULL adversarial: DOWNGRADE · re-audited ×1 · re-audited ×2 (CONFIRMED) |
expressionsG7Q factor −ax − ab (sign-checked by expanding), expand −(x − b) (distribute-the-minus), combine ax − cx to a negative coefficient ▶ Play a live item from this skill |
Both simplify and factor generate, with the signature Grade-7 negatives (factoring OUT a negative, distributing a bare minus). Weak-FULL flag: coefficients are integers — 'rational coefficients' names fractions like (1/2)(x + 4) and none exist; three fixed forms. |
| 7.EEI.A.2 | PARTIAL adversarial: DOWNGRADE · re-audited ×1 · re-audited ×2 (CONFIRMED) |
expressionsG7Q + percentsSaplingQ L8 (rationales) equivalence manipulation items; whys that reveal meaning (tax total as one multiplication ×(100+r)/100) ▶ Play a live item from this skill |
Rewriting is exercised context-free; the clarify-a-quantity payoff (a + 0.05a = 1.05a means 'multiply by 1.05') lives only in the percent rationale. No item asks what a rewritten form REVEALS about a situation. Blocking clause: Understand how to use equivalent expressions to clarify quantities in a problem |
| 7.EEI.B.3a | PARTIAL | percentsSaplingQ L7 fraction ↔ decimal ↔ percent, all three directions, benchmark table ▶ Play a live item from this skill |
Same below-band generator and same caveats as 7.NS.A.2d: terminating benchmarks only, already the Grade-6 MO 6.NS.C.8 claim. Whole-number/mixed-number/exponent form conversions never appear. |
| 7.EEI.B.3b | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
Reasonableness lives only in rationale asides ('${inches×12} fails that sanity check' in ratios L7) — no item asks whether an answer is reasonable or requests an estimate. Rationale-only = not covered. |
| 7.EEI.B.4a | PARTIAL | equationsSaplingQ L5 one-step x+a, x−a, ax, x÷a with wrong-inverse distractors ▶ Play a live item from this skill |
The solve half is exercised on both named forms, but p, q, and every solution are whole numbers — the Grade-7 delta is RATIONAL p and q (negative/fractional one-steps) and none generate. 'Write' is also unexercised at this level (the write-lite item lives at L7 two-step). Blocking clause: Write and/or solve equations of the form x+p = q and px = q in which p and q are rational numbers |
| 7.EEI.B.4b | PARTIAL | equationsSaplingQ L7 solve px + q = r (negative solutions welcome, stop-after-subtract distractor); select the equation for a flat-fee-plus-hourly rental ▶ Play a live item from this skill |
The px+q=r half is solidly exercised, including a write-side selection item with the swapped-fee misconception. The p(x+q)=r form never generates, and no item asks what the solved x MEANS in the context — two independent blocks. Blocking clause: p(x + q) = r ... and interpret the meaning of the solution in the context of the problem |
| 7.EEI.B.4c | PARTIAL | inequalitiesG7Q solve px + q > r (positive p, no flip) and −ax < rhs (divide-by-negative FLIP with a verify-by-test why) ▶ Play a live item from this skill |
The solve half is the generator's whole job — including the sign-flip, Grade 7's hardest corner, verified numerically in the why. 'Write' is selection-free here (both items are bare symbolic) and 'graph' is the standing display wall. Blocking clause: graph inequalities of the form px + q > r or px + q < r |
| 7.GM.A.1 | PARTIAL | geometrySaplingQ L9 (form 2) map scale 1 cm : k km, find real distance (scale-multiplies-not-adds why) ▶ Play a live item from this skill |
Actual LENGTH from a scale is one clean form; scaled AREA (the k² trap — the expectation's hard half) and reproducing at a different scale never generate. One template, lengths only. Blocking clause: computing actual ... areas from a scale drawing and reproducing the drawing at a different scale |
| 7.GM.A.2a | NOT COVERED | — | The known 7.GM.A.2 draw/construct wall — and there is no triangle-conditions content of any kind (no angle-sum-constraint, no two-sides-and-an-angle uniqueness item) that a construction verb would even cap. |
| 7.GM.A.2b | NOT COVERED | — | 'Construct special quadrilaterals' is a pure construction verb and no quadrilateral-properties item exists in the Grade-7 band (L6 quadrilateral AREA items compute, they never build from parameters). |
| 7.GM.A.3 | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
No cross-section content anywhere: volumeG8Q names cylinders/cones/spheres only to compute volume, and no item slices a solid. 'Describe' would cap at PARTIAL; there is nothing to cap. |
| 7.GM.A.4a | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
geometrySaplingQ L9 (form 0) circumference-vs-area items whose distractor is always the other formula; whys contrast 'the rim' vs 'fills the inside' ▶ Play a live item from this skill |
The C-vs-A relationship is the distractor structure, and answers stay exact in π — but no item analyzes C/d = π, derives A from C, or even mentions the DIAMETER (every item hands the student a radius). Relationship analysis is carried, thinly, by formula contrast. Blocking clause: Analyze the relationships among the circumference, the radius, the diameter, the area and Pi in a circle |
| 7.GM.A.4b | FULL | geometrySaplingQ L9 (form 0) C = 2πr and A = πr², each with the other formula and rπ as distractors, answers in terms of π ▶ Play a live item from this skill |
Both formulas are known-and-applied with the confusion pair as the discriminator. Weak-FULL flag: the radius is always GIVEN (never the diameter, never solve-backwards from C or A), r is 3-9, and 'solve problems' is bare-shape only — no context. |
| 7.GM.B.5 | PARTIAL | geometrySaplingQ L9 (form 1) + geometryG8Q (kind 1-2) vertical-angle and supplementary-pair unknowns (complementary-confusion distractor); triangle third-angle; transversal angle pairs ▶ Play a live item from this skill |
Unknown angles ARE found from angle properties — but always by direct arithmetic on one relationship; no item sets up an equation (e.g., 2x + 30 + x = 180) and no multi-step figure. Complementary angles appear only as a distractor, never as the asked relationship. Blocking clause: use facts about supplementary, complementary, vertical and adjacent angles ... to write and solve equations for an unknown angle |
| 7.GM.B.6a | FULL adversarial: NOTE-ONLY |
geometrySaplingQ L6-L7 triangle, parallelogram, trapezoid (with forgot-the-÷2 traps), L-shape by decompose-and-subtract, kite via half-diagonal-rectangle ▶ Play a live item from this skill |
All named shape families generate and the L-shape item is composed-of-rectangles by construction. These are the same items credited to MO 6.GM.A.1 — legitimate at Grade 7 because MO restates the content, but the adversary should know Grade 7 adds no new area forms. |
| 7.GM.B.6b | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
volumeSaplingQ L4-L5 + geometrySaplingQ L8 + volumeG8Q prism V = lwh / V = Bh (fractional edges); prism/cube surface area from described nets; cylinder V = πr²h ▶ Play a live item from this skill |
Prism volume+SA and cylinder volume are exercised; PYRAMIDS never appear in any volume or SA generator (volumeG8Q's third solid is the sphere), and cylinder SURFACE area never generates. The named-solid list is two-thirds covered. Blocking clause: pyramids |
| 7.DSP.A.1a | PARTIAL | statisticsSamplingQ sampling scenarios that all presuppose sample-within-population structure ▶ Play a live item from this skill |
The subset relationship is ambient in every item ('a sample of 40 from all students') but never itself assessed — no item asks what a sample or population IS. Graded down to avoid inheriting the concept from items that assess representativeness instead. |
| 7.DSP.A.1b | FULL | statisticsSamplingQ 'why is this sample BIASED?' with the scenario-specific mechanism as the answer (early-arrivers share habits, park users pre-approve) against size/payment distractors ▶ Play a live item from this skill |
Valid-only-if-representative is directly assessed: the correct answer is always the representativeness failure, and the why states 'bias lives in HOW the sample is chosen.' Six fixed scenarios — thin bank, flagged. |
| 7.DSP.A.1c | FULL | statisticsSamplingQ 'which sample is MOST representative?' where the random-selection option beats two interest-selected samples ▶ Play a live item from this skill |
Random-produces-representative is the item's whole discrimination, and the why says it verbatim ('randomness is what erases hidden selection patterns — every member gets an equal chance'). Same six-scenario bank as 1b — the two claims share one bank. |
| 7.DSP.A.2 | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
No item uses MULTIPLE samples of one population or touches variability of estimates. The team-comparison item is two different populations' means, credited to 7.DSP.B — nothing here draws repeated samples or compares sample-to-sample estimates. |
| 7.DSP.B.3 | PARTIAL | statisticsSamplingQ (comparison form) two teams' means with 'similar spread' stated; valid-conclusion selection ▶ Play a live item from this skill |
Distributions are analyzed only at the informal compare level: centers given (not computed), spread asserted in the stem, one fixed form. Grade-6 statisticsQ computes the measures, but that bank is claimed at Grade 6 and adds no Grade-7 depth (no MAD/IQR-based analysis). |
| 7.DSP.B.4 | PARTIAL | statisticsSamplingQ (comparison form) mean A vs mean B (+gap), similar spread → 'B typically scores about gap more' against won-every-game and cannot-compare distractors ▶ Play a live item from this skill |
This is honestly the standard's core move — centers compared relative to variability, over-claiming rejected — but it is ONE template, the samples are not framed as random samples of populations, spread is stated rather than measured, and measures of frequency never appear. |
| 7.DSP.C.5a | FULL | probabilityG7Q L4-L5 P(color) = favorable/total (part-to-part ratio as the trap); die P(rolling more than k) with count-the-outcomes why ▶ Play a live item from this skill |
Simple-event probability is computed in two independent forms with the definitional distractor (a/b part-to-part vs a/total). Sample spaces stay at marbles and one die — noted, not blocking. |
| 7.DSP.C.5b | PARTIAL adversarial: UPGRADE |
— — |
No item addresses the 0-to-1 scale or likelihood interpretation (impossible/unlikely/likely/certain). Every generated probability happens to live in (0,1) but the scale itself is never asked about, even in rationales. |
| 7.DSP.C.6a | FULL | probabilityG7Q L4 (expected-count form) expected = P × trials with draws a multiple of the total (exact), 'about' flagged in the why as tendency-not-guarantee ▶ Play a live item from this skill |
Predicting approximate frequency from theoretical probability is the item verbatim. Single form (marbles with replacement) — flagged. |
| 7.DSP.C.6b | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
'Perform experiments' is a production/simulation verb the platform cannot exercise, and no item even describes carrying out an experiment — experimental DATA arrives pre-collected in the L5 coin item, credited to 6c. |
| 7.DSP.C.6c | FULL | probabilityG7Q L5 (coin form) experimental P = heads/flips (heads generated off-center on purpose) with theoretical 1/2 as the named distractor; why draws the drift-toward distinction ▶ Play a live item from this skill |
The theoretical-vs-experimental contrast IS the answer choice set. Weak-FULL flag: one context (coin flips), and the comparison is definitional — no item asks WHY the two differ or which to trust for a prediction. |
| 7.DSP.C.7a | PARTIAL adversarial: DOWNGRADE |
probabilityG7Q L4-L6 equal-probability marble and die models used to compute event probabilities; two-coin item whose why enumerates the 4 equally likely outcomes against the 1/3 equal-outcomes fallacy ▶ Play a live item from this skill |
Uniform models are both built-from (equally likely outcomes) and used (P of events); the 1/3 distractor tests exactly the uniformity assumption. 'Develop' is satisfied at the recognition level the house standard allows. |
| 7.DSP.C.7b | PARTIAL | probabilityG7Q L5 (coin form) experimental probability from observed frequencies of a chance process ▶ Play a live item from this skill |
Estimating one event's probability from data is the mechanism, but no item builds a full (non-uniform) model — a spinner or weighted die with observed frequencies assigned across ALL outcomes never generates; only the fair-coin case appears. Blocking clause: Develop a probability model (which may not be uniform) by observing frequencies |
| 7.DSP.C.8a | PARTIAL | probabilityG7Q L6 count the sample space of (color, number) pairs by multiplying; two-coin item's why lists HH, HT, TH, TT ▶ Play a live item from this skill |
The sample space's SIZE is computed and its enumeration lives in the rationale — but no item asks the student to produce or select an organized list, table, or tree diagram; 'represent' is the production wall, named in the why ('a tree diagram shows why') but never exercised. Blocking clause: Represent the sample space of a compound event |
| 7.DSP.C.8b | NOT COVERED re-audited ×1 · re-audited ×2 (CONFIRMED) |
— | The design-and-simulate verb pair is the standing simulation wall and no simulation content exists anywhere in the probability bank. |
| Code | Verdict | Evidence (generator · forms) | Notes |
|---|---|---|---|
| 8.NS.A.1a | FULL | irrationalsQ L1 which number is IRRATIONAL (√non-perfect vs √perfect vs terminating/repeating rationals); why is √perfect RATIONAL (equals an integer, general-rule and size distractors) ▶ Play a live item from this skill |
Both directions of the rational/irrational split are assessed, with the every-root-is-rational overgeneralization as a distractor. Irrational examples are square roots only — π never appears as an option. |
| 8.NS.A.1b | PARTIAL | irrationalsQ L1 rejecting 0.75 / 1/3 / 0.2 as irrational; rationale states 'every terminating or repeating decimal is rational' ▶ Play a live item from this skill |
The characterization is exercised only in reverse — the student must NOT pick the terminating/repeating decimal — and the terminates-or-repeats fact is asserted in the why, never asked. No item examines a rational number's expansion directly. |
| 8.NS.A.1c | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED-RECORD-CORRECTED) |
— — |
Repeating-decimal ↔ fraction conversion IS live: rationalStructureQ (content.ts:11780-11798), unlocked at integers L7, ~1/16 draw rate, pinned by saplingGrade78Gaps.test.ts:49-66. The earlier 'does not exist' claim came from 18 empty draws — P(miss) ≈ 0.31 at that rate, sampling luck, not absence. PARTIAL stands on the standard's remaining clauses. |
| 8.NS.A.1d | PARTIAL | percentsSaplingQ L7 fraction ↔ decimal ↔ percent benchmark equivalences ▶ Play a live item from this skill |
Equivalent representations are selected (not generated) from a below-band generator claimed at Grade 6 — same double-claim caveat as 7.NS.A.2d, plus the production verb. Blocking clause: Generate equivalent representations of rational numbers |
| 8.NS.A.2 | PARTIAL | irrationalsQ L2-L3 √n between which consecutive integers (boxing-in with perfect squares); which integer is √n CLOSER to (midpoint-squared refinement) ▶ Play a live item from this skill |
Estimation is genuinely strong — two forms with the method in the why. But no item compares two irrationals to each other (√8 vs √12, or √2 vs 1.5), and 'locations on a number line' is answered in words, never on a rendered line. The estimate clause alone would be FULL. Blocking clause: compare the size of irrational numbers |
| 8.EEI.A.1 | PARTIAL | expressionsG8Q (kind 2) b^m × b^n = b^(m+n) with multiply-the-exponents and square-the-base distractors; why counts factors and names (b^m)^n as the trap's home ▶ Play a live item from this skill |
The product-of-powers form is creditable in Missouri (MO kept what KS deleted) and is well-built — but it is ONE property. Quotient rule, power-of-a-power (rationale-only), zero and NEGATIVE exponents never generate; 'integer exponents' is exercised only on positives. |
| 8.EEI.A.2a | FULL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
No item presents x² = p or x³ = p as an equation to solve. The square-root move appears only inside Pythagorean rationales (√c² = c), which is application narration, not this expectation. |
| 8.EEI.A.2b | FULL adversarial: NOTE-ONLY · re-audited ×1 · re-audited ×2 (CONFIRMED) |
irrationalsQ L1 √perfect evaluated in rationales and answer choices for perfect squares {4, 9, 16, 25, 36} ▶ Play a live item from this skill |
Square-root evaluation is exercised indirectly and only to 36 — nowhere near the ≤625 scope — and CUBE roots never appear anywhere. No item's direct question is 'evaluate √n'. |
| 8.EEI.A.2c | FULL | irrationalsQ L1 √(non-perfect) identified as irrational with why: 'not the root of a perfect square: its decimal runs forever without repeating' ▶ Play a live item from this skill |
This is the item, verbatim, over a 14-value non-perfect-square bank with a √perfect foil. The strongest claim in the 8.NS/EEI radical family. |
| 8.EEI.A.3 | PARTIAL | expressionsG8Q (kinds 0-1) write d×10^exp from a standard-form numeral (format-rule distractor d0×10^(exp−1)); expand d×10^exp back (places-not-zeros why) ▶ Play a live item from this skill |
Large-number scientific notation runs both directions with the between-1-and-10 format rule enforced. Negative exponents (very SMALL quantities) never generate, and no item compares two magnitudes — the two hard clauses are both absent. Blocking clause: very small quantities ... and approximate how many times larger one is than the other |
| 8.EEI.A.4a | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
No operations (×, ÷, +) on numbers IN scientific notation exist — the generator only converts to and from standard form. Mixed decimal-and-scientific computation is likewise absent. |
| 8.EEI.A.4b | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
No item chooses units or attaches scientific notation to a measurement context; every scientific-notation item is a bare numeral. |
| 8.EEI.B.5a | FULL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
The known 8.EEI.B.5 graph wall: unit-rate-as-slope requires a graph and none is rendered. functionsQ L2 computes a rate from a TABLE, credited to 8.F — nothing interprets slope on a graph. |
| 8.EEI.B.5b | PARTIAL | ratiosSaplingQ L6 (better-buy) + functionsQ L2 two rates compared per-ounce; equation-vs-table growth comparison ▶ Play a live item from this skill |
Comparisons across representations exist, but neither is framed as comparing two PROPORTIONAL relationships (the L2 equation has b≠0, so it is not proportional; the better-buy is a Grade-6-level unit-rate item). The specific 8.EEI.B.5b framing — same relationship type, different representations, compare the rates — never generates. |
| 8.EEI.B.6a | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
The similar-triangles slope argument does not exist in any form — no graph, no two-points slope computation, no explanation content. 'Explain why' would cap it regardless; there is nothing to cap. |
| 8.EEI.B.6b | NOT COVERED | — | 'Derive' is a known production wall and no derivation-adjacent content (building y = mx + b from a graph or table) generates; functionsQ L4 interprets an ALREADY-GIVEN equation. |
| 8.EEI.C.7a | PARTIAL | equationsG8Q (kinds 1-2) ax + b = ax + d classified as no-solution (b≠d) or infinitely-many (b=d), with x = d as the tempting third option; why: 'when the x's cancel, the truth of what is left decides everything' ▶ Play a live item from this skill |
The identify half is fully and elegantly exercised across all three cases (kind 0 supplies the one-solution case). 'Create' — building an equation with a prescribed solution count — is production and never exercised. Blocking clause: Create ... linear equations with one solution, infinitely many solutions or no solutions |
| 8.EEI.C.7b | PARTIAL | equationsG8Q (kind 0) + inequalitiesG7Q ax + b = cx + d with variables both sides (gather-then-divide why, negative solutions); two-step inequalities including the divide-by-negative flip ▶ Play a live item from this skill |
Both-sides equations and rational(negative)-solution inequalities are solved — but no equation requires DISTRIBUTING first (3(x − 2) + x = ... never generates) and every coefficient is an integer, so the 'rational number coefficients' scope is met only at its integer corner. Blocking clause: whose solutions require expanding expressions using the distributive property |
| 8.EEI.C.8a | PARTIAL | systemsQ count-the-solutions item whose answers are geometric ('the lines cross', 'parallel lines'); solve item's why: 'a system's solution must live on both lines at once' ▶ Play a live item from this skill |
The intersection-as-solution idea is carried in answer text and rationales, assessed by recognition — but nothing is graphed and no graph is read; the standing display wall caps the graph verb. Blocking clause: Graph systems of linear equations |
| 8.EEI.C.8b | PARTIAL | systemsQ (count-solutions form) solution counts answered WITH their geometric reason attached ('none — parallel lines', 'exactly one — the lines cross') ▶ Play a live item from this skill |
Selecting count-plus-geometric-reason is honest recognition of the correspondence, but 'explain why' is the production verb the house rule caps (6.EEI.A.1 precedent), and the correspondence is never probed from the graph side. Blocking clause: Explain why solution(s) ... correspond to point(s) of intersection |
| 8.EEI.C.8c | PARTIAL | systemsQ (count-solutions form) same slope/different intercepts → none; identical → infinitely many; different slopes → exactly one — all three cases generated and discriminated ▶ Play a live item from this skill |
The three-case trichotomy is the item, with slope/intercept comparison as the method in every why — the strongest of the C.8 partials, capped only by the 'explain' verb. Blocking clause: Explain why systems of linear equations can have one solution, no solution or infinitely many solutions |
| 8.EEI.C.8d | FULL adversarial: NOTE-ONLY · re-audited ×1 · re-audited ×2 (CONFIRMED) |
systemsQ (solve form) solve y = x + a and y = 2x by equating (answer (a, 2a), coordinate-swap and y=x distractors); check-in-BOTH-equations why ▶ Play a live item from this skill |
A system is genuinely solved. Weakest-FULL flag: it is ONE template — always y = x + a and y = 2x, substitution-by-equating only, small positive a; no elimination, no standard-form pair, no context. |
| 8.GM.A.1a | PARTIAL | transformationsQ (kind 2, congruent branch) reflect-then-translate → 'congruent — same size and shape', why: rigid motions 'move the figure without stretching it' ▶ Play a live item from this skill |
Preservation-under-rigid-motion is assessed as a single congruence gestalt; the four named invariants are never individually verified (no item checks that a specific angle or distance survived), and 'verify' leans production. Blocking clause: Verify that angle measure, betweeness, collinearity and distance are preserved |
| 8.GM.A.1b | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
Orientation is never mentioned: no item distinguishes reflections (orientation-reversing) from translations/rotations (orientation-preserving), even in rationales. |
| 8.GM.A.2a | PARTIAL | transformationsQ (kinds 1-2) identify the single transformation carrying (x,y) to (−x,y); reflect-then-translate sequence classified as congruence-preserving ▶ Play a live item from this skill |
One-step identification and a named two-step sequence exist, but no item presents two congruent figures and asks WHICH sequence maps one to the other — the describe-the-path task itself never generates. Blocking clause: Describe a possible sequence of rigid transformations between two congruent figures |
| 8.GM.A.3 | PARTIAL | transformationsQ translate (x,y) by (dx, −dy) with sign-error distractors; reflection across the y-axis identified from coordinates; dilation-by-k classified as similar-not-congruent ▶ Play a live item from this skill |
Translations and reflections are exercised IN coordinates (the standard's frame). Rotations never appear with coordinates in any form, and the dilation item classifies without coordinates — half the named transformation list meets the 'using coordinates' clause. |
| 8.GM.A.4a | PARTIAL | transformationsQ (kind 2, dilation branch) dilation by factor k → 'similar but NOT congruent — same shape, different size'; why: angles survive, side lengths do not ▶ Play a live item from this skill |
The similarity-via-dilation concept is assessed, but as with 2a the sequence-between-two-given-figures task (dilate then translate to map A onto B) never generates. Blocking clause: Describe a possible sequence of transformations between two similar figures |
| 8.GM.A.5a | PARTIAL | geometryG8Q (kind 1) third angle of a triangle from two given (180−a distractor, 360-quadrilateral-total distractor) ▶ Play a live item from this skill |
The 180° sum is APPLIED cleanly; 'derive' (the transversal/tear-the-corners argument) is production and no item walks the derivation even by recognition. Blocking clause: Derive the sum of the interior angles of a triangle |
| 8.GM.A.5b | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
Exterior angles never appear — no item and no rationale mentions an exterior angle or the remote-interior-angles relationship. |
| 8.GM.A.5c | PARTIAL | geometryG8Q (kind 2) transversal across PARALLEL lines: corresponding and alternate-interior angles equal, supplement-as-neighbor distractor ▶ Play a live item from this skill |
The angle relationships are exercised with the right misconception structure; 'construct' is the wall, and co-interior (same-side) angles plus the no-parallel counterexample never generate. Blocking clause: Construct and explore the angles created when parallel lines are cut by a transversal |
| 8.GM.A.5d | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
No item SOLVES with similarity — the dilation item classifies a figure as similar but no missing side is ever found from proportional sides or similar triangles. The solve verb has no content to act on. |
| 8.GM.B.6 | NOT COVERED | — | 'Use models to demonstrate a proof' is production, and no proof-adjacent content exists — Pythagorean items apply the formula; the converse (is this triangle right?) never appears either. |
| 8.GM.B.7 | PARTIAL | geometryG8Q (kind 0) find the hypotenuse from two legs (walk-around-the-corner a+b distractor); find a leg from hypotenuse and leg (hypotenuse-is-longest why); 7 fixed triples ▶ Play a live item from this skill |
Both directions of the theorem are exercised on clean triples — but every item is a bare labeled triangle: no word-problem context (ladder, diagonal) and no 3D application (box diagonal). All triples are integer-sided, so no answer is ever irrational. Blocking clause: in problems in two- and three-dimensional contexts |
| 8.GM.B.8 | FULL re-audited ×1 · re-audited ×2 (CONFIRMED-RECORD-CORRECTED) |
— — |
Pythagorean coordinate-distance IS live: g8GeomKnowledgeQ form 2 (content.ts:12024-12038), ~1/15 at geometry:10, pinned by saplingGrade78Gaps.test.ts:130-142 (3-4-5 instance recomputed by hand in the second audit). The earlier absence claim was 18-draw sampling (P(miss) ≈ 0.29). FULL stands on quoted source. |
| 8.GM.C.9a | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
Surface area generates only for cubes and rectangular prisms (geometrySaplingQ L8, claimed at Grade 6); PYRAMID surface area — the expectation's named solid — appears nowhere, and volumeG8Q contains no SA items at all. |
| 8.GM.C.9b | FULL re-audited ×1 · re-audited ×2 (CONFIRMED) |
volumeG8Q cone V = (1/3)πr²h with the three-cones-fill-the-cylinder why; sphere V = (4/3)πr³ with surface-area foil; (cylinder as the third form) ▶ Play a live item from this skill |
Cones and spheres are exercised exactly in π with concept-bearing distractors — but the pyramid, the expectation's first-listed solid, never generates (the third kind is the cylinder, a 7.GM claim). Checked per instructions: spheres live here, so arcsQ credits nothing. Blocking clause: pyramids |
| 8.DSP.A.1 | FULL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
The known 8.DSP.A.1-3 scatter-plot wall: no scatter plot is rendered or described anywhere, so neither the construct nor the interpret half has content. |
| 8.DSP.A.2 | NOT COVERED | — | Trend lines require the scatter-plot substrate that does not exist; 'generate' and 'assess the fit' are additionally production verbs. |
| 8.DSP.A.3 | PARTIAL | functionsQ L4 y = rate·x + start rental cost: what does the intercept represent (per-hour-cost and max-hours distractors); m interpreted in the why ▶ Play a live item from this skill |
Parameter interpretation in context is genuinely exercised — but the linear equation is GIVEN as a pricing rule, never fitted to bivariate data, so the standard's data-model framing is absent. The interpretation mechanics transfer; the statistical setting does not. Blocking clause: linear model of bivariate measurement data |
| 8.DSP.A.4a | PARTIAL | twoWayTableQ RENDERED 2×2 table (passage) — grand total (cells-partition why), joint 'AND' cell vs row/column-sum distractors ▶ Play a live item from this skill |
The interpret half is strong and display-backed (the table is actually shown, unlike most display claims); 'construct' — building the table from raw categorical data — is production and never exercised. Blocking clause: Construct ... a two-way table |
| 8.DSP.A.4b | PARTIAL | twoWayTableQ (kind 2) row-conditional fraction: of bike owners, what fraction plays a sport — denominator pinned to the ROW against grand-total and column distractors ▶ Play a live item from this skill |
Row-relative frequency is computed with exactly the right denominator discrimination — but only ONE conditional is ever found, so no item compares two rows' relative frequencies to judge whether the variables are associated. The mechanism exists; the association conclusion does not. Blocking clause: describe possible association between the two variables |
| 8.F.A.1a | PARTIAL | functionsQ L1 the function rule stated in every answer choice ('every input has exactly one output') ▶ Play a live item from this skill |
The assigns-exactly-one-output understanding is inferred from the L1 determination item rather than separately assessed — graded down to keep 1a and 1b from double-claiming one question, per the 6.GM.A.2a/2b precedent. |
| 8.F.A.1b | FULL | functionsQ L1 (input, output) pair lists, function and non-function variants; correct answer names the reason (repeated input with two outputs), shared-OUTPUT foil and cannot-determine foil ▶ Play a live item from this skill |
Determination is the item, both polarities generate, and the shared-output distractor targets the exact misconception. Three-pair lists only, never a mapping diagram or graph — noted. |
| 8.F.A.1c | NOT COVERED | — | 'Graph a function' is the display/production wall with no partial substrate — nothing plots points or renders axes anywhere in the band. |
| 8.F.A.2 | FULL re-audited ×1 · re-audited ×2 (CONFIRMED) |
functionsQ L2 Function A as equation y = m1x + b1 vs Function B as table through (0,0) — which grows FASTER; rate-from-table computed in the why; starts-higher foil separates slope from intercept ▶ Play a live item from this skill |
Comparing a property across two differently-represented functions is the item verbatim. Weak-FULL flag: one template (equation vs table, growth-rate only), B always the winner and always proportional; graphs and verbal descriptions never serve as a representation. |
| 8.F.A.3a | FULL | functionsQ L4 (+ L2) kayak rental y = mx + b: the b identified as the starting cost at x = 0, with the m ('cost of each hour') as a distractor; L2 reads m as per-step rate ▶ Play a live item from this skill |
Both parameters are interpreted — b directly, m as the discriminating foil and in the why ('the per-hour cost is the rate, attached to the x'). Weak-FULL flag: b is the only parameter ever ASKED about, one context family (rentals), and the linear-function framing is implicit. |
| 8.F.A.3b | PARTIAL | functionsQ L3 table-based linearity test: constant per-step change vs growing jumps (x²+b rows); misses-(0,0) and only-a-graph foils rejected in the why ▶ Play a live item from this skill |
Constant-rate-of-change recognition is solidly exercised — from TABLES; the standard names the graph, which is never rendered. The why even argues 'a table decides just as well as a graph,' which is honest pedagogy but does not exercise the graph clause. Blocking clause: the graph of a linear function |
| 8.F.A.3c | PARTIAL | functionsQ L3 (nonlinear branch) quadratic-valued table identified as NOT linear because the per-step change grows ▶ Play a live item from this skill |
Recognizing a presented nonlinear function is exercised; 'give examples' is production. One nonlinear shape only (x² + b) — no exponential, no absolute value, and never in equation form. Blocking clause: Give examples of nonlinear functions |
| 8.F.B.4a | PARTIAL | functionsQ L4 what does the b represent in the rental context — the correct explanation selected against per-hour and max-hours misreadings ▶ Play a live item from this skill |
Selecting the right contextual meaning is real recognition-level coverage; capped by the 'explain' production verb per house rule, and only the intercept's meaning is ever the question. Blocking clause: Explain the parameters of a linear function based on the context |
| 8.F.B.4b | PARTIAL | functionsQ L2 the rate m determined from a table (Δy/Δx computed in the why) ▶ Play a live item from this skill |
Determining the SLOPE from a representation is exercised; determining the INTERCEPT never is (b is always handed over inside a given equation), and no item recovers both parameters to build the function. |
| 8.F.B.4c | FULL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
The x-intercept is never computed, named, or interpreted anywhere in functionsQ or the equation generators. |
| 8.F.B.5 | PARTIAL | functionsQ L3-L4 qualitative behavior read from tables ('the per-step change keeps growing') and verbal contexts (rental cost structure) ▶ Play a live item from this skill |
Describing a relationship from a VERBAL description is thinly exercised through the context items; the graph half — reading increasing/decreasing/linear intervals off a rendered graph — is the standing display wall with no substrate. Blocking clause: from a graph |
| Code | Verdict | Evidence (generator · forms) | Notes |
|---|---|---|---|
| 6.RL.1.A | PARTIAL | comprehensionSaplingQ L6 (p6-secondlap, p6-static) + WRITE_PROMPTS wp-six-analyze evidence-bound inference items (why Jonah smiles — the why quotes 'because the voice that said stop had lost'; what Priya's passing 'without looking over' suggests; what the brother's ceded turn reveals); wp-six-analyze requires defending a theme reading with two specific moments ▶ Play a live item from this skill |
Inference-from-evidence is genuinely assessed — the correct answers are the text-supported readings and every why names the supporting line. But in the selection items the student never CITES anything; the one place citation is produced (wp-six-analyze) is about a book of the student's own choosing, not a presented literary text, so the cite-evidence-for-THIS-text act is never elicited on a text the platform controls. Blocking clause: citing textual evidence |
| 6.RL.1.B | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
comprehensionSaplingQ L6 + vocabularySaplingQ L6 word-in-context ('rehearsed' most nearly means — context confirmed by the contrast that follows); figurative meaning ('like a held breath' makes Saturn feel…); SAPLING_ROOTS affix/root meaning and decode forms (14 parts, e.g. tele-, dict, -less) ▶ Play a live item from this skill |
Two of the standard's three pathways (context, affixes) are real; the or-clause spares the missing reference-materials pathway. But connotative meaning — words with similar denotations, different associations — is never assessed anywhere, and the roots bank is one shared bank also carrying 6.RI.1.B, which caps this at PARTIAL under the shared-bank rule regardless. Blocking clause: connotative meanings |
| 6.RL.1.C | NOT COVERED | — | No literary passage carries any visual element — the three Sapling passages are prose text only, no illustration or image is rendered anywhere in the reading path. Interpreting visuals is the standing display/multimedia wall; nothing exists to grade. |
| 6.RL.1.D | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
comprehensionSaplingQ L6 (p6-secondlap, p6-static) + WRITE_PROMPTS wp-six-analyze 'Which sentence best states the passage's theme?' with plot-level and false-generalization distractors, why teaches theme-as-idea-under-plot; ending-meaning item (why the silence is 'exactly enough'); wp-six-analyze elicits naming a theme and defending it with two moments ▶ Play a live item from this skill |
Theme determination is directly assessed and theme-with-evidence is genuinely PRODUCED in the analyze prompt (writing prompts count as production). But no item or prompt ever asks for a summary — wp-six-narrative even instructs 'a scene, not a summary' — so the summarize clause has zero content. Blocking clause: summarize the text |
| 6.RL.2.A | PARTIAL | comprehensionSaplingQ L6 (p6-secondlap q5, p6-static q4) how the embedded question 'the race was already decided, wasn't it?' works in the story (stages the voice Jonah must defeat); why the closing silence is 'exactly enough' (the talk-to-quiet reversal is the point) ▶ Play a live item from this skill |
Sentence-level structural analysis is the real thing here — both items ask what a particular sentence DOES for meaning, with function-level whys. But the passages are single short prose scenes: chapter, stanza (no poetry exists), and image structure can never be analyzed, and the whole claim rests on two fixed items. Blocking clause: chapter, scene, stanza, or image |
| 6.RL.2.B | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
comprehensionSaplingQ L6 (p6-static q1) 'From whose point of view is the story told, and why does that matter?' — correct answer ties first-person narration to the annoyance-to-wonder turn; brother's-POV and scientist's-POV foils ▶ Play a live item from this skill |
The item goes beyond identify-the-narrator — the credited answer is WHY the chosen POV powers the story, which is honest development-adjacent recognition. But 'explain how' is a production verb met only by selection, and this is a single fixed item in one passage; the other literary passage (p6-secondlap, third-person) has no POV item at all. Blocking clause: Explain how an author develops the point of view |
| 6.RL.2.C | PARTIAL | comprehensionSaplingQ L6 (p6-static q3) 'The comparison «like a held breath» makes Saturn feel…' — figurative-language-to-meaning, why teaches that a simile transfers a feeling, not just a picture ▶ Play a live item from this skill |
One genuine word-choice-contributes-to-meaning item exists and it is well built. But it is exactly one item; repetition and sound devices never appear in any passage or question, and p6-secondlap's craft language ('his slowest smile of the season') goes unassessed. Blocking clause: the repetition of words or word sounds |
| 6.RL.2.D | PARTIAL | comprehensionSaplingQ L6 (p6-secondlap q2/q4, p6-static q1/q2) character response/change items: why Jonah smiles after losing (he overcame the quit-voice), what Priya's manner shows, the narrator's annoyance turning to wonder, what the brother's generosity reveals ▶ Play a live item from this skill |
The characters-respond-or-change half is the strongest literary coverage in the bank — both literary passages are BUILT around a character changing as the plot resolves, and multiple items assess it. But no item ever asks about plot structure itself (episodes, rising action, resolution as sequence); the plot-unfolding half of the compound standard has no direct item. Blocking clause: how a particular text’s plot unfolds in a series of episodes |
| 6.RL.3.A | NOT COVERED | — | Comparing reading a text to listening to or viewing a performed version requires audio/video versions of the same text — the multimedia interaction wall. No audio or video rendition of any passage exists (the speak field narrates prompts, not performances), and no comparison item exists. |
| 6.RL.3.B | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
No item ever presents two texts. Every comprehension item is single-passage by construction (comprehensionSaplingQ picks ONE passage and one of its questions); cross-genre theme comparison — even though the bank happens to contain two literary genres' worth of prose — has no item. |
| 6.RL.3.C | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
No passage has a historical or cultural setting to interrogate (a school race, a backyard telescope), and no item mentions historical or cultural context even in rationales. Nothing exists to grade. |
| 6.RL.3.D | PARTIAL | comprehensionSaplingQ L6 (p6-secondlap, p6-static) two Grade-6-complexity literary prose passages, self-read by design (passageSelfRead: true — 'reading it yourself IS the task'), 9 items across theme, inference, craft, POV ▶ Play a live item from this skill |
Independent reading of grade-level literary prose is genuinely exercised — the self-read flag is deliberate and the passages carry real Grade-6 syntax and interiority. But the standard's genre list is two-thirds absent: no drama and no poem exists anywhere in the Sapling reading bank, and two fixed passages is a thin basis for a proficiency claim. Blocking clause: including stories, dramas and poems |
| 6.RI.1.A | PARTIAL | comprehensionSaplingQ L6 (p6-octopus) evidence-matching ('Which detail supports the claim that the disguise happens fast?' — timing detail vs true-but-irrelevant foils); bounded inference ('What can you infer about why two hearts serve the gills?' — why teaches the smallest-step rule) ▶ Play a live item from this skill |
Both halves — explicit-evidence matching and text-bounded inference — are assessed with whys that teach the discipline ('a reasonable inference stays inside what the text supports'). But it is one informational passage, selection-only (the student never cites), and no writing prompt elicits citation from an informational text. Blocking clause: citing textual evidence |
| 6.RI.1.B | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
comprehensionSaplingQ L6 (p6-octopus q3) + vocabularySaplingQ L6 content-specific word from context ('chromatophores are…' — the definition sits beside the word, and the why teaches noticing where technical texts define their terms); SAPLING_ROOTS affix/root bank (14 parts, meaning + decode forms) ▶ Play a live item from this skill |
The content-specific-meaning-from-context clause is hit exactly, and the affix pathway is real. But figurative and connotative meanings never appear in an informational item (the passage's own metaphor, 'quick-change artist', is unassessed), and the roots bank is the same shared bank claimed for 6.RL.1.B — capped at PARTIAL by the shared-bank rule. Blocking clause: figurative, connotative |
| 6.RI.1.C | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
No informational passage carries a visual element, chart, diagram, or media artifact of any kind, and 'including those from different media' doubles the multimedia wall. Nothing exists to grade. |
| 6.RI.1.D | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
comprehensionSaplingQ L6 (p6-octopus q1/q2) central-idea item ('remarkable, unusual abilities in a short life' vs overgeneralization and know-it-all foils — why teaches that a central idea must cover the whole text); development-evidence item (which detail supports the speed claim) ▶ Play a live item from this skill |
Central idea and its development-through-details are both assessed, and the why explicitly walks the development ('every paragraph feeds one idea… the last sentence ties them together'). But summarizing is never elicited — no item or writing prompt asks for a summary of a presented text — and the whole claim rides on one passage. Blocking clause: summarize the text |
| 6.RI.2.A | NOT COVERED adversarial: DOWNGRADE · re-audited ×1 · re-audited ×2 (CONFIRMED) |
— | One real sentence-contributes-to-meaning item exists, with a why that reads the transition sentence ('the disguise is only the start of its strangeness') as the structural signal. But it is a single item in a single short passage — paragraph-level, section-level, and image contribution can never be assessed. Blocking clause: paragraph, section, or image |
| 6.RI.2.B | PARTIAL | comprehensionSaplingQ L6 (p6-octopus q4) author's-purpose reading of the blue-blood sentence (building a case that the octopus is deeply unusual) ▶ Play a live item from this skill |
The same single item claimed for 6.RI.2.A is the only purpose-adjacent content — the shared-item rule alone caps this at PARTIAL, and 'explain how… conveyed' is additionally a production verb met only by selection. Author's point of view (as distinct from local purpose) is never assessed. Blocking clause: Explain how an author's point of view or purpose is conveyed |
| 6.RI.2.C | PARTIAL re-audited ×1 · re-audited ×2 (UPGRADED) |
— — |
No informational item assesses word choice, figurative language, connotation, or repetition as contributors to meaning. The octopus passage contains usable craft ('vanish without moving', the title metaphor) but no question touches it — content in the passage without an item is not coverage. |
| 6.RI.2.D | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED-RECORD-CORRECTED) |
— — |
Tempted and rejected: the octopus detail-supports-claim item LOOKS like claims-and-evidence work, but the passage is expository, not argumentative — there is no author's argument to identify, and no unsupported claim ever appears anywhere for the student to distinguish. The distinguish-supported-from-unsupported discrimination, the heart of the standard, has zero content; the evidence-matching item is already credited under 6.RI.1.A/1.D. |
| 6.RI.3.A | NOT COVERED | — | Same multimedia wall as 6.RL.3.A: no audio or video version of any informational text exists and no reading-vs-viewing comparison item exists. |
| 6.RI.3.B | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
Comparing two authors' presentations of events requires two texts; the bank holds one informational passage and every item is single-passage by construction. |
| 6.RI.3.C | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
No informational text has historical or cultural framing and no item asks about context. Nothing exists to grade. |
| 6.RI.3.D | PARTIAL | comprehensionSaplingQ L6 (p6-octopus) one Grade-6-complexity informational passage (science prose with an on-the-spot technical definition), self-read (passageSelfRead: true), 5 items across central idea, evidence, vocabulary, purpose, inference ▶ Play a live item from this skill |
The self-read informational passage is real and its item set spans the right skills — but a proficiency-and-independence claim cannot rest on a single fixed passage. One text, five fixed items: the mechanism exists, the range does not. Blocking clause: independently and proficiently |
| 6.W.1.A.a | NOT COVERED | — | Conducting research across several sources with a standard citation system is the research/inquiry wall. No writing prompt supplies or requires sources; nothing citation-shaped exists anywhere in the Writing Coach. |
| 6.W.1.A.b | NOT COVERED | — | Gathering from multiple print/digital sources, assessing credibility, avoiding plagiarism, bibliographic information — all research/inquiry-wall verbs with zero substrate. Not stretched. |
| 6.W.2.A.a | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
Writing Coach L4 — WRITE_PROMPTS wp-six-narrative produce a scene with two characters, one moment of tension, ≥2 lines of correctly punctuated dialogue, pacing that slows at the key moment; rubric: real tension, dialogue punctuation, pacing, sensory/concrete detail; min 280 chars, LLM-judged vs rubric |
This is genuine narrative production — technique (dialogue, pacing), characters, and descriptive detail are all elicited and rubric-judged, which the house rule credits as real production. But the standard's genre extension 'including poems' has no prompt (no poem is ever elicited), and the prompt deliberately asks for a single scene rather than a 'well-structured event sequence' — one prompt cannot carry the full clause set. Blocking clause: including poems |
| 6.W.2.A.b | FULL re-audited ×1 · re-audited ×2 (CONFIRMED) |
Writing Coach L4 — WRITE_PROMPTS wp-six-inform explain something you genuinely know: opening that frames the topic, ≥3 precise steps or facts in logical order, domain-specific words used correctly, closing that says why it matters; min 250 chars, EN/ES rubric, LLM-judged |
Expository development with relevant facts and details is elicited as real production and every rubric line maps onto the standard's clause ('examine a topic with relevant facts, examples, and details'). Weak-FULL flag: ONE prompt, one topic frame (a personal skill) — no compare/contrast or cause/effect structure is ever demanded, and the judge sees a single paragraph, not a developed piece. |
| 6.W.2.A.c | FULL re-audited ×1 · re-audited ×2 (CONFIRMED) |
Writing Coach L4 — WRITE_PROMPTS wp-six-argument take a position (later school start): clear arguable claim, two distinct pieces of evidence or reasoning, one sentence answering someone who disagrees; rubric enforces claim/evidence/counterargument/organization; min 250 chars, LLM-judged |
Introducing and supporting a claim with clear reasons and relevant evidence is exactly what the rubric enforces, in real production — and the counterargument line exceeds the Grade-6 clause. Weak-FULL flag: ONE fixed topic forever (school start time); 'relevant evidence' can only mean reasoning-from-experience since no source text is supplied. |
| 6.W.3.A.a | PARTIAL adversarial: NOTE-ONLY · re-audited ×1 · re-audited ×2 (CONFIRMED-RECORD-CORRECTED) |
Writing Coach L4 — WRITE_PROMPTS wp-six-inform/argument/analyze rubrics + WRITE_FEEDBACK rubrics require an opening that frames the topic, one organized paragraph, and a closing that follows (inform: 'a closing that says why it matters'); grow-feedback fb-on-topic polices focus |
Introduce-maintain-conclude is genuinely enforced on produced writing. But the parent expectation's verb is a revision cycle — reviewing and reworking a draft against task/purpose/audience — and the coach judges a single submission; no revise-and-resubmit-against-feedback loop is verified in the reachable flow. Blocking clause: Review, revise, and edit writing |
| 6.W.3.A.b | PARTIAL | Writing Coach L4 rubrics + WRITE_FEEDBACK (fb-complete, fb-describing-words) precise language demanded (inform: 'domain-specific words used correctly'; narrative: 'sensory or concrete detail, not labels'); complete sentences required in every L4 rubric |
Word choice and sentence completeness are rubric-enforced on real production. But style consistency — the register held across a piece — is not a rubric line in any L4 prompt and no feedback template addresses it at Grade-6 level (the K-5 feedback bank is toned for younger writers). Blocking clause: establish and maintain an appropriate and consistent style |
| 6.W.3.A.c | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
Writing Coach L4 rubrics + WRITE_FEEDBACK (fb-capital, fb-endmark, fb-spelling-close, fb-complete) correctly punctuated dialogue is a hard rubric line (wp-six-narrative); judge can flag capitals, end marks, spelling, and sentence completeness on any submission |
Conventions ARE judged on produced writing — that is real. But the convention checks are the shared K-5 template set (capitals, end marks, spelling); Grade-6 grammar/usage targets (pronoun case, shifts, vague reference, nonrestrictive punctuation) are never assessed or flagged, so command of grade-level conventions is met only at its early-grades corner. Blocking clause: conventions of standard English grammar and usage |
| 6.W.3.A.d | PARTIAL re-audited ×1 · re-audited ×2 (CONFIRMED) |
— — |
No rubric line and no feedback template mentions transitions. wp-six-inform's 'logical order' is sequencing, not transition use, and fb-order polices step order, not connective language. A student could satisfy every reachable rubric without writing a single transition — nothing assesses the clause. |
| 6.W.3.A.e | NOT COVERED | — | Tempted and rejected: typing into the Writing Coach is literally 'technology to produce writing', but crediting the delivery medium would credit every digital product for this clause. The standard's substance — publishing writing and interacting/collaborating with others — is the collaboration wall, and neither exists (fb-private actively steers away from sharing personal content; nothing is published or shared). |
| 6.SL.1.A | NOT COVERED | — | Collegial discussion rules, group goals, and individual roles are the collaborative-discussion wall. A solo adaptive app has no discussion to conduct; not stretched. |
| 6.SL.1.B | NOT COVERED | — | Delineating a live speaker's argument and posing/responding to questions in discussion is speaking/listening interaction. The TTS speak field reads prompts aloud but no item presents a speaker's argument or elicits spoken response. |
| 6.SL.1.C | NOT COVERED | — | Reviewing a speaker's key ideas across diverse media and paraphrasing multiple perspectives — speaking/listening plus multimedia walls, no substrate. |
| 6.SL.2.A | NOT COVERED | — | Speaking clearly and audibly when presenting is pure oral production; the platform captures no speech. |
| 6.SL.2.B | NOT COVERED | — | Body position, eye contact, and gesture are physical presentation behaviors — nothing in a screen-based item can assess them. |
| 6.SL.2.C | NOT COVERED | — | Planning and delivering multimedia presentations is the presentation + multimedia wall; no presentation task of any kind exists. |
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.EEI.A.2c | PARTIAL → PARTIAL | Citation gap, verdict unchanged: the draft supports 2c ('Evaluate non-negative rational number expressions') only with the whole-number b^e branch, but volumeSaplingQ L4-L5 evaluates V = l×w×h and V = Bh at x.5 fractional values — genuine rational-number expression evaluation that the KS twin (6.EE.2c) does cite cross-skill. Add volumeSaplingQ L4-L5 to the generator citation; still PARTIAL (the only non-whole values are exactly-.5 heights, and no fraction/decimal ever enters expressionsQ itself). |
| 6.EEI.C.9a | PARTIAL → PARTIAL | Verdict survives but its cited basis is wrong and must be replaced. The draft cites equationsSaplingQ L6 dependent-variable items as 'the prerequisite' — but 9a's verbatim statement is solely 'Write an equation to express one quantity, the dependent variable, in terms of the other quantity': dep/ind identification exercises no clause of it (identification lives in the parentStatement and in 2e/KS 6.EE.8a). Prerequisite content is not standard content — on the cited basis alone this falls to NOT COVERED, matching KS 6.EE.8b's original grade for identical content. What actually sustains PARTIAL is expressionsQ L3 branch 1 (per·b + k selected as 'the cost of b tickets'): the dependent quantity expressed in terms of the independent variable, by selection, minus the equation form. Replace the generator citation with expressionsQ L3 branch 1 (+ equationsSaplingQ L6 as context only); blockingClause 'Write an equation' stands. |
| 6.EEI.C.9b | PARTIAL → NOT COVERED | Cross-state contradiction the draft leaves standing: KS 6.EE.8c ('Analyze the relationship … using graphs and tables, and relate these to the equation') is NOT COVERED; MO 6.EEI.C.9b ('Analyze the relationship … using graphs, tables and equations and relate these representations to each other') is PARTIAL — same generator, near-identical clause. One is wrong, and it is the MO grade. 9b's statement binds the analysis entirely to representations: no graph, table, or equation of any two-variable relationship exists anywhere in content.ts (verified — equationsSaplingQ L6 contexts stay in words; the draft's own note admits this). The verbal 'changes IN RESPONSE to' reasoning belongs to the parentStatement/2e, not to 9b's text; a PARTIAL with no content behind any clause of its own statement must fall. The mapper's note already calls it 'one step above NOT COVERED' — it is not even that. |
| 6.GM.A.3c | FULL → FULL | Held on the 'or' reading of 'same first coordinate OR the same second coordinate', but verified narrowness: coordinateSaplingQ L5 fixes x and varies y ALWAYS (const x = nz(); y1 = 1+rnd(7); y2 = −(1+rnd(7))) — the horizontal (same-y) case never generates, and every pair crosses the axis (no same-side pair, so subtraction-of-like-signs is never exercised). One added same-second-coordinate form would make this FULL unassailable; the KS twin clause inside 6.NS.8 stays PARTIAL for independent reasons (graphing clause), so no cross-state contradiction. |
| 6.DSP.B.4a | NOT COVERED → PARTIAL | L5: dot plots are both DISPLAYED (construct register) and INTERPRETED (total/mode reading); histogram interpretation via interval bars. BLOCKING: "histograms and box plots" display halves. SELF-ASSESSED after the adversarial pass — re-adversarial required at go-live. |
| 6.DSP.B.5a | NOT COVERED → PARTIAL | L5 reading items report n from a display. BLOCKING: free production of the report. SELF-ASSESSED after the adversarial pass — re-adversarial required at go-live. |
| Code | Attack | Why the claim held |
|---|---|---|
| 6.NS.B.3 | Cross-state contradiction attempt: same decimalsSaplingQ generator is PARTIAL for KS 6.NS.3 but FULL for MO — multiplication is only 0.x × 0.y (single tenths digits, verified at content.ts 9849-9857) and division only tenths ÷ 0.d. | The standards differ in text, not just numbering: KS demands 'multi-digit decimals' (mult/div operands are not multi-digit → PARTIAL correct); MO's expectation says only 'fluency with addition, subtraction, multiplication and division of DECIMALS' — no size term. All four operations generate on decimals; the verbatim MO statement is satisfied. The split grade is the correct resolution, not an inconsistency. |
| 6.NS.A.1a | Cross-state pressure: KS 6.NS.1 is PARTIAL on the same generator; and every COMPUTED division has a unit-fraction divisor (verified: L7 form 0 is 1/b ÷ 1/(bk), form 1 is a/b ÷ 1/d; general a/b ÷ c/d with c>1 appears only as structure recognition, never computed). | The grade split tracks the texts: KS demands 'Interpret and COMPUTE quotients of fractions' generally plus 'multiple exposures connecting various concrete and abstract models' — both blocked, hence PARTIAL. MO 1a's whole demand is 'Solve problems involving division of fractions by fractions', a coarse solve verb: L7 forms 0-1 are solved fraction-÷-fraction problems (a unit fraction is a fraction), including a word problem. Weakest surviving MO FULL — a c>1 computed divisor would end the argument — but the verbatim statement is satisfied. |
| 6.DSP.A.2 | 'Overall shape' with no display: MO's text lacks KS 6.SP.2's '(… and/or outlier)' escape hatch inside the shape list, data always arrives as a 5-6 value raw list, and shape words (peak, symmetry, skew) appear nowhere in any stem. | Narrowly. It is an understand-standard, and the L4 items make the child read shape features off the raw list — identifying the value that 'sits far from the pack' requires seeing the cluster, and the why states the distribution-described-by-center/spread/stray-values frame verbatim. Cluster + outlier are informal shape descriptors, which is all a no-display engine can honestly reach. Flagged as the thinnest surviving FULL in the MO set; the first histogram widget shipped should revisit it. |
| 6.RP.A.1 | 'Represent these comparisons' as a production verb — the same wall that blocked 'write' codes everywhere else. | House-consistent: selection of the correct representation against structurally meaningful wrong ones (a:total part-to-whole, b:a order-flip) is how this crosswalk treats 'represent'/'use … to represent' throughout (KS 6.NS.5a FULL on identical grounds), as distinct from 'write'/'describe'/'explain' which stay capped. The distractors force the actual part-to-part comparison, and the equivalent-ratio form covers ratio-as-comparison from a second angle. |
| 6.NS.C.8 | The equivalence table (SAPLING_EQUIV) contains no 1/3 or 2/3 — the benchmark fractions the standard names — and pct→fr direction uses only terminating decimals. | The parenthetical is a ceiling, not a floor: '(LIMITED TO terminating decimals and/or benchmark fractions of 1/3 and 2/3)' restricts what may appear; the and/or means terminating-only content is inside the limit. All three representation pairs generate (pct→dec, fr→pct, dec→fr) with the one-place-shift and p/10-denominator misconceptions targeted. FULL stands. |
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 the entire speaking & listening strand. Codes built on those verbs appear above as NOT COVERED or with the limitation named in their notes.