Generated 2026-11-02 · State: MO · Standards scope: high-school mathematics (Algebra I, Geometry, Algebra II EOC expectations) + grades 9–12 English Language Arts · Rebuilt from the audited crosswalk data on each revision.
The grades 9–12 stage (the $99/yr High School plan) went live in AcornSmarts on 16 September 2026. The other bands for Missouri are published separately: K–5 · grades 6–8 · all reports.
| Code | Verdict | Evidence (generator · live items) | Audit note — what is practised, what is missing |
|---|---|---|---|
| A1.NQ.A | PARTIAL | oak-exponentials:L2 ▶ Play a live item from this skill |
Rewriting radicals as rational exponents (∛(5^2) → 5^(2/3)) and computing with them (5^(1/2) · 5^(1/2) = 5) are practised by choosing among three answers, in English and Spanish. Explaining how the meaning of rational exponents extends from integer exponents is asked only with Writing Coach on, in one written prompt: why 8^(1/3) must equal 2. No item has the student type the rewritten form, so this cluster stays PARTIAL like its two parts. |
| A1.NQ.A.1 | PARTIAL | oak-exponentials:L2 ▶ Play a live item from this skill |
Without Writing Coach, items compute (5^(1/2) · 5^(1/2) = 5), and the reasoning appears only in the explanation shown after the answer. With Writing Coach on (a paid plan or a live school sponsorship, district switch on), the student writes why 8^(1/3) must equal 2 using (a^m)^n = a^(mn). It is graded against a rubric requiring the power-of-a-power step and the cube-root conclusion. There is one fixed prompt, in live rounds only. No row whose clause is met only through Writing Coach is marked FULL, so this row stays PARTIAL. |
| A1.NQ.A.2 | PARTIAL | oak-exponentials:L2 "Write with a rational exponent: √(5)", "∛(7^2)". The student picks the matching rational-exponent form from three choices. ▶ Play a live item from this skill |
Rewriting is a writing task. Here the rewritten form is chosen from three options, never typed, and this skill serves only the radical-to-exponent direction. The reverse ("Which radical expression equals 3^(2/3)?") is served only in Radicals & Complex (Algebra II), with exponents whose numerator is 2 or 3, and it is also chosen from three options. In most of these items two of the wrong choices are the same number (7^(3/1) and 7^3), which leaves the answer as the odd one out. |
| A1.NQ.B | PARTIAL | oak-functions:L3 ▶ Play a live item from this skill |
Partly served. About one Functions level-3 item in four asks which sentence interprets an average rate of change for a thrown ball (in feet) or a car (in meters). Every choice carries units, and in about three of five of these items one wrong choice gives a height in feet or a distance in meters instead of a rate per second, so reading the units rules it out. The linear-equations plan-cost items use quantities in context (A1.NQ.B.4). No item converts units or rates, asks about the scale or origin of a graph, or asks the student to choose a level of accuracy. |
| A1.NQ.B.3 | PARTIAL | oak-functions:L3 ▶ Play a live item from this skill |
Converting units or rates, labeling units, and choosing or interpreting a graph's scale or origin are not served. Using units is served only in part: about one Functions level-3 item in four asks which sentence interprets an average rate of change, and in about three of five of those one wrong choice gives a height in feet or a distance in meters beside the rate in feet (or meters) per second, so the student has to tell a rate from a length by its units. |
| A1.NQ.B.4 | PARTIAL | oak-linear-equations:L2 "A plan costs a $40 signup fee plus $8 per month... Which equation models the months m?" — quantities used in context ▶ Play a live item from this skill |
Students never DEFINE or choose the quantities — the variable and quantities are handed to them; only 'use' is exercised. |
| A1.NQ.B.5 | NOT COVERED | — | Rounding appears only as an instruction: Similarity & Trig angle items built on measured lengths say 'to the nearest degree'. No item asks the student to choose a level of accuracy that fits the limits of a measurement. |
| A1.SSE.A | PARTIAL | oak-functions:L4 + oak-quadratics:L2/L4 ▶ Play a live item from this skill |
Held PARTIAL by its third part: Quadratics level 4 completes the square, but no item outside Writing Coach asks for the maximum or minimum value that form reveals, and explaining the properties happens only in Writing Coach. Interpreting parts of an expression is practised (Functions level 4 asks what the flat fee or the per-hour coefficient in C(h) = mh + b means), and factoring is typed (Quadratics level 2). |
| A1.SSE.A.1 | FULL | oak-functions:L4 ▶ Play a live item from this skill |
Functions level 4 gives a repair-cost function C(h) = mh + b and asks what one of its numbers means in context, in English and Spanish: the constant term ('the flat fee, charged even when h = 0') or the coefficient of h ('the cost of each hour of labor'), about half and half, so both a term and a factor are interpreted as the judged answer. With Writing Coach on, the Quadratics skill also asks for a written interpretation of the 40, the 500 and the term 40n in P = 40n − 500; this verdict does not rely on it. |
| A1.SSE.A.2 | PARTIAL | oak-quadratics:L1/L2 ▶ Play a live item: level 1 · level 2 |
The student multiplies binomials and adds polynomials by multiple choice, factors trinomials such as x² − 2x − 15 by typing the product of two binomials (about half of level-2 items, in English and Spanish), and at level 3 types a quadratic with two given zeros. Every trinomial Quadratics asks the student to factor has leading coefficient 1 and integer roots: there is no difference of squares, common factor, grouping or leading coefficient other than 1 to factor, and Quadratics never works with a polynomial above degree 2. |
| A1.SSE.A.3 | PARTIAL | oak-quadratics:L3/L4 ▶ Play a live item: level 3 · level 4 |
Factoring (typed in about half of level-2 items) and the level-3 zeros items cover clause (a). Level 4 completes the square to vertex form by multiple choice, but no item then asks for the maximum or minimum value, so clause (b) stops short. No item asks the student which form to use for a purpose: the rewriting items name the form to produce, and the zeros items can be answered by checking the options. The only item that asks the student to explain what a quadratic's form shows (a ball's height in vertex form) is a written-explanation item that deals only with Writing Coach. |
| A1.CED.A | PARTIAL | oak-linear-equations:L2 + oak-exponentials:L5 Linear ('Write the equation that models the months m') and exponential ('Write the equation that models it: y = …', from a table) equations are typed. A quadratic is typed only from given zeros ('Write a quadratic function whose zeros are x = 5 and x = 10'), never from a context. ▶ Play a live item from this skill |
No item creates a quadratic equation from context, and nothing exercises graphing created equations. |
| A1.CED.A.1 | PARTIAL | oak-linear-equations:L2 "A plan costs a $25 signup fee plus $11 per month... Which equation models the months m?" — one-variable equation creation ▶ Play a live item from this skill |
26 Sep 2026 (round 2): the student types the equation that models a plan's cost (the model's numbers required); still PARTIAL because no one-variable inequality is created, and the created equation is not then solved. |
| A1.CED.A.2 | PARTIAL | oak-exponentials:L5 ▶ Play a live item from this skill |
Creating is practised in typed form for all three families. From a table the student writes y = a · r^x (Exponents & Growth level 5, about one deal in four). From a description they write a linear cost function C(h) (Functions level 4). They also write a quadratic function from its given zeros (Quadratics level 3). The 'graph' clause has no item at all: nothing in the high-school course draws or plots on axes. |
| A1.CED.A.3 | NOT COVERED | "Which point satisfies y > 3x + 4?" — point-as-solution/non-solution of an inequality, but context-free |
No modeling context: constraints are bare inequalities, never represented FROM a scenario, and systems of inequalities are absent. |
| A1.CED.A.4 | FULL | oak-linear-equations:L3 26 Sep 2026 (round 2, both auditors FULL): the student types four formulas rearranged for a named variable, with that variable required alone on one side and absent from the other; about one Level 3 item in five; paper, placement and duels stay multiple choice. ▶ Play a live item from this skill |
|
| A1.REI.A | PARTIAL | oak-linear-equations:L4 "When solving 4x + 4 = 20, which step produces an EQUIVALENT equation?" ▶ Play a live item from this skill |
Cluster realized only for equations; inequality-step equivalence and the quadratic-methods child (derive/analyze) unserved. |
| A1.REI.A.1 | PARTIAL | oak-linear-equations:L4 ▶ Play a live item from this skill |
The standard covers equations AND inequalities in one variable, and no inequality-step item exists. Outside Writing Coach the equivalence-preserving step is picked from choices. The only written explanation (why dividing first and distributing first both solve 3(x + 4) = 27) is graded by the Writing Coach reviewer and deals only where Writing Coach is on, which the published rule does not count toward FULL. |
| A1.REI.A.2 | PARTIAL | oak-quadratics:L4 "Complete the square: x² − 8x + 14 in vertex form." and L5 "Solve with the quadratic formula: x² − 8x + 12 = 0." ▶ Play a live item from this skill |
Clause (b) 'Derive the quadratic formula' is a production wall with no item; clause (c) no item compares/analyzes different solution methods — L5 only applies the formula. |
| A1.REI.B | PARTIAL | oak-systems:L1 "Solve by substitution: y = 3x + 3 and x + y = 11." plus elimination at L2/L3 ▶ Play a live item from this skill |
Cluster includes linear-quadratic systems (B.4); no such item served. Graphical solving also absent. |
| A1.REI.B.3 | FULL | oak-systems:L1 "Solve by substitution: y = 3x + 3 and x + y = 11."; L2 "Solve by elimination: 2x + y = 10 and 2x − y = 6." ▶ Play a live item from this skill |
|
| A1.REI.B.4 | NOT COVERED | No linear-quadratic system item in any oak-systems or oak-quadratics level; all system items are linear-linear. |
No item pairing a linear with a quadratic equation. |
| A1.REI.B.5 | PARTIAL | oak-systems:L3 "When solving a system, a multiple of one equation is added to the other. Why is that legal?" ▶ Play a live item from this skill |
'Justify' is exercised only as recognition of the correct justification in an MCQ, not student-produced reasoning; single item variant. |
| A1.REI.C | PARTIAL | oak-linear-equations:L2 ▶ Play a live item from this skill |
Linear equations are modelled and solved. Exponential equations are solved only in the Algebra II Logarithms skill (for example 3^x = 27, or the hours until a doubling culture reaches a given count), always as multiple choice; the Exponents & Growth skill builds equations from tables but never solves one. No High School course skill represents or solves an equation or inequality on a graph; the only related item there asks which point satisfies a two-variable inequality. The one graphing item a High School student can reach is the grade 8 systems item at the top level of Find the Missing Number, where the student plots given points of two lines and names where they cross. |
| A1.REI.C.6 | NOT COVERED | No served item asks about a graph as the set of all solutions; the line-vs-region idea appears only in a systems L4 why-string. |
Rationale-only content; no item exercises graph-as-solution-set. |
| A1.REI.C.7 | PARTIAL | oak-systems:L4 "Which point satisfies y > 3x + 4?" choices (1,5)/(1,7)/(1,9) ▶ Play a live item from this skill |
Items check a single point against the inequality; no item exercises graphing the half-plane region (boundary type, shading). |
| A1.REI.C.8 | NOT COVERED | All inequality items involve one inequality ("Which point satisfies y > 3x + 4?"); no item presents a SYSTEM of linear inequalities. |
No system-of-inequalities item; no problem-solving context. |
| A1.APR.A | PARTIAL | oak-quadratics:L1 "(4x² + 4x) + (4x² − 2x) = ?" and "(x + 5)(x + 2) = ?" ▶ Play a live item from this skill |
Only addition and binomial multiplication served; no subtraction item and no division-by-monomial item, so the cluster's operations are incomplete. |
| A1.APR.A.1 | PARTIAL | oak-quadratics:L1 "(5x² + 6x) + (3x² − 2x) = ?"; multiplication via "(x + 4)(x + 1) = ?" ▶ Play a live item from this skill |
No polynomial subtraction item; the closure-under-operations clause appears nowhere in prompts or choices. |
| A1.APR.A.2 | NOT COVERED | No item in any algebra-1 skill divides a polynomial by a monomial; quadratics L1-L5 are add/multiply/factor/zeros/CTS/formula only. |
Monomial division entirely absent from the served algebra-1 bank. |
| A1.IF.A | PARTIAL | oak-functions:L1-L2 ▶ Play a live item: level 1 · level 2 |
Exactly one output per input (is this relation a function?) and evaluating with f(x) notation (typed) are practised. Held PARTIAL: no item shows a graph, so the graph of f as the set of points (x, f(x)) is never asked about directly; it is used only in passing, in Function Operations (Algebra II), where a point on f's graph is read as an input and its output — to find a point on the inverse, to find k from where a minimum point moved, or to say what a stretch does to each point (x, y). No item outside Writing Coach interprets a statement such as C(6) = 210 in context. |
| A1.IF.A.1 | PARTIAL | oak-functions:L2 ▶ Play a live item from this skill |
Exactly one output per input is practised (is this relation a function?), and the student writes a cost function in function notation, typing the rule after C(h) =. Clause (b) is not practised: no item shows a graph or asks whether a point lies on the graph of f; points on a function's graph are used only in passing, in Function Operations (Algebra II), where a point is read as an input and its output — to find a point on the inverse, to find k from where a minimum point moved, or to say what a stretch does to each point (x, y). |
| A1.IF.A.2 | PARTIAL | oak-functions:L1/L4 "f(x) = 2x + 2. f(5) = ?" (evaluation); "C(h) = 14h + 50 ... What does the 50 represent?" (context) ▶ Play a live item: level 1 · level 4 |
Interpret-in-context clause rides the same L4 bank credited to A1.IF.B.6 (shared-bank cap); no item interprets a notation statement like f(2)=5 in context. | 26 Sep 2026 (round 2): with Writing Coach on — a paid plan or a live school sponsorship, district switch on — the student interprets C(6) = 210 and what C(m) = 300 asks, graded against a rubric requiring both readings; one fixed prompt, live rounds only. Without Writing Coach this row is served by selection only, so the published verdict stays PARTIAL: no row whose clause is met only through Writing Coach is marked FULL. |
| A1.IF.B | PARTIAL | oak-functions:L3-L4; oak-exponentials:L3 ▶ Play a live item: level 3 · level 4 |
Linear and quadratic functions are interpreted in context: what the flat fee or the per-hour cost in a repair-cost function means, and what the average rate of change of a thrown ball's height or a car's distance means (Functions levels 3–4). Held PARTIAL: outside Writing Coach no item interprets an exponential function's parameters (the Exponents & Growth bacteria items only ask which kind of model fits, and the Logarithms items, in Algebra II, build such a function from a description or solve it for a time but never ask what a parameter means), and no item shows a graph, so key features and domain and range are never read from one. |
| A1.IF.B.3 | PARTIAL | oak-exponentials:L3/L5 ▶ Play a live item: level 3 · level 5 |
No item uses a graph. From tables, the student reads the starting value and the constant step or ratio to pick the equation (y = 5x + 4 rather than y = 4x + 5), and Functions level 3 reads an average rate of change from a table. From verbal descriptions, Exponents & Growth level 3 asks whether a quantity changes by a constant amount or a constant factor (a pool filling, a colony doubling). For functions given by a formula in a real context, Functions level 4 asks what the flat fee or the hourly charge in a repair-cost function represents, and level 3 picks the sentence that interprets a thrown ball's average rate of change over an interval (how fast, on average, its height rises or falls). A maximum or minimum is interpreted only in a Writing Coach prompt. |
| A1.IF.B.4 | NOT COVERED | — | No item asks for a function's domain or range, or relates either to a graph or to the situation a function describes. In Algebra 1 the word 'domain' appears only in the explanation of the is-it-a-function item; Algebra 2 radical-inequality and rational-equation items use a domain restriction while solving an equation or inequality, which is a different skill. |
| A1.IF.B.5 | FULL | oak-functions:L3 ▶ Play a live item from this skill |
Functions level 3 deals four forms, in English and Spanish: the average rate of change of f(x) = ax² over an interval, of a function given as a table (linear or quadratic), of a linear function (from its formula or from two of its values), and, in about a quarter of the deals, what a computed average rate means for a thrown ball's height or a car's distance ('from t = 1 to t = 3, the height rises by an average of … feet per second'). 'Determine' and 'interpret' are not writing verbs, so choosing the computed rate and the correct reading meets them. With Writing Coach on, the student also computes and interprets a rate in writing. |
| A1.IF.B.6 | PARTIAL | oak-functions:L4 "C(h) = 14h + 50 ... What does the 50 represent?" → "the flat fee, charged even when h = 0" ▶ Play a live item from this skill |
Linear parameters served; exponential-parameter interpretation absent (bacteria items pick model type, never interpret base/initial value); L4 bank shared with A1.IF.A.2. | 26 Sep 2026 (round 2): with Writing Coach on — a paid plan or a live school sponsorship, district switch on — the student interprets in writing the 500 and the 1.2 in N(t) = 500 · 1.2^t, graded against a rubric requiring each in context; one fixed prompt, live rounds only. Without Writing Coach this row is served by selection only, so the published verdict stays PARTIAL: no row whose clause is met only through Writing Coach is marked FULL. |
| A1.IF.C | PARTIAL | oak-quadratics:L2-L5; oak-exponentials:L1-L2 ▶ Play a live item: level 2 · level 3 · level 4 · level 5 |
Quadratics are analyzed symbolically (zeros by factoring, vertex form by completing the square), linear functions through rate of change and parameters, and exponential functions through growth situations and tables (Exponents & Growth levels 3 and 5, where the student also types y = a · r^x from a table). No item graphs a function or reads one from a graph, and no item compares two functions given in different representations. |
| A1.IF.C.7 | PARTIAL | oak-quadratics:L3-L4 ▶ Play a live item: level 3 · level 4 |
No item draws a graph or shows one to read. Quadratic zeros are identified algebraically by multiple choice (Quadratics level 3), and the vertex appears only in the explanation after the vertex-form item. Functions interprets a repair-cost function's flat fee (its value at h = 0) and whether a thrown ball's height rises or falls over an interval, by multiple choice, but never on a graph; the only item that interprets a quadratic's vertex is a written-explanation item that deals only with Writing Coach. |
| A1.IF.C.8 | PARTIAL | oak-quadratics:L2/L4 ▶ Play a live item: level 2 · level 4 |
Factoring (typed) and completing the square (multiple choice) translate quadratics between standard, factored and vertex form, and level 3 reads the zeros that factored form reveals. The items that ask the student to explain a form or interpret one in a context (a ball's height in vertex form, the parts of a profit formula) are written-explanation items that deal only with Writing Coach, and the multiple-choice items that interpret a cost formula's numbers in context (Functions level 4) involve no change of form, so the explain and interpret-in-context clauses are not met in the core app. |
| A1.IF.C.9 | NOT COVERED | — | No served item presents two functions in different representations for comparison; the table items (rate of change read from a table, matching a table to its equation) each involve a single function. |
| A1.BF.A | FULL | oak-functions:L5 ▶ Play a live item from this skill |
Functions level 5 asks how the graph changes for f(x) + k (up) and f(x − k) (right), half and half; Function Operations level 3 (Algebra II, open to every High School student) adds f(x) − k, f(x + k), finding k from where a minimum point moved, and scale changes (k·f(x), f(x)/k, f(kx) and −k·f(x)), asking what happens to each point of the graph. In English and Spanish. |
| A1.BF.A.1 | FULL | oak-functions:L5 ▶ Play a live item from this skill |
Translations: Functions level 5 asks how the graph changes for f(x) + k (up) and f(x − k) (right); Function Operations level 3 adds f(x) − k, f(x + k) and finding k from where a minimum point moved. Scale changes: Function Operations level 3 asks what k·f(x), f(x)/k, f(kx) and −k·f(x) do to each point of the graph, about a quarter of its deals. Both skills are open to every High School student, in English and Spanish. |
| A1.LQE.A | PARTIAL | oak-exponentials:L3-L5; oak-linear-equations:L2 ▶ Play a live item: level 3 · level 4 · level 5 |
Linear and exponential models are constructed in typed form: an equation for a monthly plan, a cost function from a description, and y = a · r^x from a table. They are compared by telling equal differences from equal ratios. Quadratics are constructed only from given zeros, never as a model of a situation. No item compares a quadratic with a linear or exponential model or asks which grows faster. |
| A1.LQE.A.1 | PARTIAL | oak-exponentials:L3 ▶ Play a live item from this skill |
Clause (b) is not practised. In this skill the exponential situations only double or triple, with no percent rate and no decay. Decay appears elsewhere only in Logarithms (Algebra II), in half-life items that either choose the model from options that are all exponential or solve a given model for the time; neither asks whether a situation is linear or exponential. Apart from one Writing Coach prompt in Functions, whose rubric asks the student to read the 1.2 in N(t) = 500 · 1.2^t as 20% growth per hour, no item frames growth or decay as a constant percent rate. |
| A1.LQE.A.2 | NOT COVERED | No served item compares exponential vs linear/quadratic growth over time via graphs or tables; searched all algebra-1 skills. |
No item on exponential quantities eventually exceeding linear or quadratic quantities. |
| A1.LQE.A.3 | PARTIAL | oak-exponentials:L5 ▶ Play a live item from this skill |
Construction is typed in four cases: an exponential from a table (y = a · r^x, Exponents & Growth level 5), a linear cost function from a description (Functions level 4), a linear equation for a monthly plan from a description (Linear Equations level 2), and a quadratic from its given zeros (Quadratics level 3). A linear equation from a table and an exponential from a description are only chosen from options. A quadratic is never built from a description of a situation or from a table, and no item gives a graph. |
| A1.LQE.B | PARTIAL | oak-exponentials:L4 "Recursive sequence: a(1)=2, a(n)=3·a(n−1). What is a(5)?" — arithmetic and geometric recursions both served ▶ Play a live item from this skill |
Use limited to computing terms from recursive rules; no explicit forms, no modeling with sequences. |
| A1.LQE.B.4 | NOT COVERED | L4 items only evaluate a given recursive rule; no item asks to write recursive/explicit forms or translate between them. |
Writing sequences in recursive and explicit forms, translating between forms, and modeling situations are all absent. |
| A1.LQE.B.5 | NOT COVERED | No served item addresses sequences as functions or integer-subset domain; concept absent even from why-strings. |
No item on sequences-as-functions or their integer domain. |
| A1.LQE.B.6 | PARTIAL | oak-exponentials:L4 "Recursive sequence: a(1)=5, a(n)=2·a(n−1). What is a(4)?" — terms found from recursive formulas only ▶ Play a live item from this skill |
Explicit-formula clause unexercised: no served item gives an explicit formula and asks for terms. |
| A1.DS.A | PARTIAL | oak-probability-hs:L3 + oak-functions ▶ Play a live item from this skill |
Only interpretation is served, and only in part. With Writing Coach on, the Functions skill asks the student to interpret the slope and intercept of a line fitted to study-hours data and to state a limitation. Probability level 3 has the student compute a conditional relative frequency from two-way category counts given in prose. No item summarizes data or builds a display, table or plot. |
| A1.DS.A.1 | NOT COVERED | No histogram, dot plot, box plot, or any graphical data display appears in any served item. |
No items analyzing or interpreting graphical displays of data. |
| A1.DS.A.2 | NOT COVERED | — | No algebra-1 item works with the mean, median, spread, IQR or standard deviation of a data set. The only items about a data distribution's center and spread are the Function Operations normal-curve questions, which give one normal distribution's mean and standard deviation; none compares two or more data sets. |
| A1.DS.A.3 | NOT COVERED | — | Only the Function Operations normal-curve items touch a distribution's center and spread, for a single normal distribution. No item compares data sets, interprets differences in context, or deals with outliers. |
| A1.DS.A.4 | PARTIAL | oak-probability-hs:L3 ▶ Play a live item from this skill |
Partly served. Probability level 3 gives two-category counts in prose (chess and soccer: both, one only, neither) and has the student compute a conditional relative frequency. With Writing Coach on, a Probability explain item asks whether two activities are independent from their percentages. No two-way table is ever built or shown, and no item constructs a scatter plot. |
| A1.DS.A.5 | NOT COVERED | No scatter-plot or residual item anywhere; exponentials L5 fits an equation to an exact table, not bivariate data with residuals. |
No fitting of linear or exponential functions to scatter-plot data minimizing residuals. |
| A1.DS.A.6 | PARTIAL | oak-functions:L4 ▶ Play a live item from this skill |
Functions level 4 asks what the slope or the intercept of a repair-cost model C(h) = mh + b means in context (the cost of each hour of labor; the flat fee), about half and half, in English and Spanish. Held PARTIAL: that model is a given price rule, not a line fitted to data, and no item outside Writing Coach interprets a model fitted to data. With Writing Coach on — a paid plan or a live school sponsorship, district switch on — the student interprets the slope and intercept of y = 5.5x + 62 fitted to study-hours data, graded against a rubric requiring both in context plus one limitation; one fixed prompt, live rounds only. |
| A1.DS.A.7 | NOT COVERED | The word correlation appears nowhere in any served prompt, choice, or why-string. |
No items determining or interpreting a correlation coefficient. |
| A1.DS.A.8 | NOT COVERED | Zero hits for 'correlation' or 'causation' across all served items; algebra-1 roster has no data/statistics skill. |
No correlation-vs-causation items at all; no statistics skill serves algebra-1. |
| Code | Verdict | Evidence (generator · live items) | Audit note — what is practised, what is missing |
|---|---|---|---|
| G.CO.A | PARTIAL | oak-transformations-hs:L1 ▶ Play a live item from this skill |
'Experiment' is a conduct verb, and the app does not meet it: every item is multiple choice. Students find where a point lands under a reflection, rotation or translation. They also find where a labeled vertex of a regular pentagon or hexagon lands when the whole figure is rotated or reflected onto itself. They never move a figure themselves to explore what a transformation does. |
| G.CO.A.1 | NOT COVERED | — | No item asks the student to define angle, circle, perpendicular or parallel line, line segment or ray, and nothing builds these terms from point, line, distance along a line or distance around an arc ('undefined notions': 0 hits). The terms are used, never defined: Coordinate Geometry applies the slope criteria (the slope of a perpendicular line, the line through a point parallel or perpendicular to a given line, whether two lines or a quadrilateral's sides are parallel or perpendicular), Transformations names a perpendicular line of symmetry in an explanation, and Solids & Modeling slices a cone parallel to its base. |
| G.CO.A.2 | PARTIAL | oak-transformations-hs:L3 ▶ Play a live item from this skill |
Students read a rule such as (x, y) → (x + 4, y − 2) and pick what it does from three choices. They also apply reflection, rotation and translation rules to single points. 'Represent' and 'describe' ask the student to produce the transformation, and no item has the student write a rule, draw a transformation, or describe one in their own words. |
| G.CO.A.3 | PARTIAL | oak-transformations-hs:L2 ▶ Play a live item from this skill |
Students pick the number of lines of symmetry, the smallest angle of rotational symmetry, and which rotation carries a regular polygon onto itself. They also pick which line is a line of symmetry of a rectangle and which figure matches a symmetry description. Every item offers three choices, in English and Spanish. 'Describe' asks the student to produce the description, and no item has them write or draw it. |
| G.CO.A.4 | NOT COVERED | — | No item asks the student to define a rotation, reflection or translation, or to describe one in terms of angles, circles, perpendicular lines, parallel lines or segments. Transformations computes images of points, finds which rotations and reflections carry a regular polygon onto itself, orders two reflections, and asks what a coordinate rule does to every point. Defining properties appear only in the explanations shown after an answer (a translation moves every point by the same vector; a reflection keeps the points on its line fixed and swaps the others at equal distances), which earn no credit. |
| G.CO.A.5 | PARTIAL | oak-transformations-hs:L3 ▶ Play a live item from this skill |
Most items rotate, reflect or translate single points. At Level 2, students follow one labeled vertex of a regular pentagon or hexagon when the whole figure is rotated or reflected onto itself. Every item is multiple choice, so the student never rotates, reflects or translates a figure themselves. The sequence items carry a single point through two reflections, and no item gives two congruent figures and asks for a sequence between them. |
| G.CO.B | PARTIAL | oak-transformations-hs:L4 'Two triangles share three pairs of equal sides. Which criterion guarantees they are congruent?' ▶ Play a live item from this skill |
Congruence exercised via SSS/SAS/ASA recognition only; no served item connects congruence to rigid motions. |
| G.CO.B.6 | NOT COVERED | — | No High School item asks what congruence means or frames it as the existence of a rigid motion carrying one figure onto the other. In the High School courses, 'rigid motions' appears only in the explanation after the Transformations level 4 criteria items ('it pins the triangle down up to rigid motions'), which earns no credit, and the motion-sequence items never mention congruence. Outside the High School courses, Coordinate Grid level 6 (a grade 8 level that stays open to high-school students) asks how a figure that is reflected, then translated relates to the original (congruent, multiple choice). With Writing Coach on, a grade 8 explain item there asks the student to describe rigid transformations that carry one triangle onto another and say why the triangles are congruent. Both use the idea and neither develops the definition. |
| G.CO.B.7 | PARTIAL | oak-transformations-hs:L4 'Two triangles share two pairs of equal sides and the equal angle BETWEEN them. Which criterion guarantees they are congruent?' ▶ Play a live item from this skill |
'Develop... from the definition in terms of rigid motions' is a wall; served items are criteria recognition only, with no rigid-motion derivation. |
| G.CO.C | NOT COVERED | — | No High School geometry item asks the student to prove a theorem about lines, angles, triangles or polygons, or to supply or order the steps of a proof. The nearest High School items are two. Coordinate Geometry level 1 decides from side slopes whether four points form a rectangle or a parallelogram (multiple choice), the computation half of a coordinate argument. With Writing Coach on (a paid plan or a live school sponsorship, district switch on), Similarity & Trig occasionally asks for a written explanation of why opposite/hypotenuse is the same in two right triangles that share a 30° angle; that is a short similarity argument that belongs to the similarity standards. Outside the High School courses, Shapes & Geometry level 10 asks which comparison finishes the squares proof of the Pythagorean Theorem. That is one multiple-choice step, not a proof. |
| G.CO.C.8 | NOT COVERED | — | No High School item proves, states or uses the classic theorems about lines and angles: vertical angles, the angles a transversal makes with parallel lines, points on a perpendicular bisector. No High School item mentions vertical angles or a transversal line. Coordinate Geometry uses the slope tests for parallel and perpendicular lines, which are never proved. Outside the High School courses, Shapes & Geometry levels 9–10, which stay open to high-school students, ask for vertical, corresponding and alternate interior angle measures as multiple choice. The theorems are used there, never proved. |
| G.CO.C.9 | NOT COVERED | — | 'Prove' needs a written proof, and no high school item asks for one. No item practises the angle-sum, isosceles base-angle or midsegment theorems. An isosceles triangle appears only in a symmetry question. The angle sum shows up only in passing: in the right answer to the AA item ('two equal angles force the third'), and in the explanations shown after that item and after the sine–cosine item, which earn no credit. That item practises similarity, which is credited to the G.SRT rows. The Pythagorean Theorem is used in right-triangle and coordinate items, but it is never proved. |
| G.CO.C.10 | NOT COVERED | — | No item proves a theorem about polygons, and none asks for the angle sum of a polygon with four or more sides. Transformations level 2 asks which figure (a rhombus, a kite, an isosceles trapezoid, a parallelogram, an isosceles or scalene triangle) has a stated set of symmetries. For example: a parallelogram that is not a rectangle or a rhombus has no line of symmetry and maps onto itself under a half turn. The same level asks which rotations carry a regular polygon onto itself, and names a polygon's interior angle only in a wrong-answer note. Coordinate Geometry level 1 classifies a quadrilateral as a rectangle, a parallelogram or neither from its side slopes. These are properties recognized in multiple choice, never proved. No proof items. |
| G.CO.D | NOT COVERED | — | Every 'construct' hit in the High School items is English language arts: sentence construction in Reading I-II, Reading III-IV and Language & Revision, and the construction industry in one reading passage. No item anywhere in the app is a compass-and-straightedge or other geometric construction. 'Compass' has 0 hits in the High School items; elsewhere in the app it is only the direction compass on a map. The nearest thing is the dot-grid drawing in Shapes & Geometry levels 3–5: drawing a line of symmetry, a parallel or perpendicular line, an angle's second ray or a polygon. That is drawing, not construction. |
| G.CO.D.11 | NOT COVERED | — | No High School item has the student construct a figure with any tool. Transformations works on coordinates and labeled figures: images of points such as 'Reflect (6, 5) across the x-axis.', symmetries of polygons and other figures, and congruence criteria. The nearest thing in the app is dot-grid drawing in Shapes & Geometry levels 3–5: tapping two dots to draw a line of symmetry, a line parallel or perpendicular to a marked segment, or an angle's second ray, and tapping corners to draw a polygon. These are drawings, not geometric constructions. |
| G.SRT.A | PARTIAL | oak-similarity-trig:L1,L2 ▶ Play a live item: level 1 · level 2 |
Similarity is practised through scale factors (every side of a similar triangle is multiplied by the ratio) and through the AA criterion, but never in terms of similarity transformations. No high school item uses a dilation, alone or after rigid motions, to carry one figure onto a similar one. The transformation items use only rigid motions (reflections, rotations and translations), and a stretch away from the origin appears only as a wrong choice. |
| G.SRT.A.1 | PARTIAL | oak-similarity-trig:L1 "Two triangles are similar with ratio 2. The smaller has sides 5 and 9..." — analyzes scale numerically ▶ Play a live item from this skill |
"Construct" clause is a production wall; no item constructs or depicts a scale change, only computes scaled side lengths. |
| G.SRT.A.2 | PARTIAL | oak-similarity-trig:L1,L2 "One triangle has angles of 50° and 40°; so does another. What follows, and why?" ▶ Play a live item: level 1 · level 2 |
Decide-similar (L2) and solve-with-similar-figures (L1) are both served, but the same bank is credited to G.SRT.A.1/A.3 — shared-bank cap; deciding is angle-only, never side-ratio-based. |
| G.SRT.A.3 | PARTIAL | oak-similarity-trig:L2 Answer: "they are similar — two equal angles forc[e the third]" — AA applied with reasoning ▶ Play a live item from this skill |
Standard demands ESTABLISHING AA from properties of similarity transformations; items apply AA, no transformation-based derivation is ever exercised. |
| G.SRT.B | PARTIAL | oak-similarity-trig:L2 "What follows, and why?" items exercise the AA-similarity reasoning core, not proof ▶ Play a live item from this skill |
"Prove" is a production wall; no served item proves any similarity theorem (e.g., triangle proportionality, Pythagorean via similarity). |
| G.SRT.B.4 | PARTIAL | oak-similarity-trig:L1; oak-transformations-hs:L4 "Two triangles share two pairs of equal sides and the equal angle BETWEEN them. Which criterion...?" → SAS ▶ Play a live item from this skill |
Criteria are identified (SAS/ASA) and similar-figure sides solved, but the "prove relationships in geometric figures" clause is never exercised — no proof or multi-step figure reasoning. |
| G.SRT.C | PARTIAL | oak-similarity-trig:L3,L5 ▶ Play a live item: level 3 · level 5 |
Defining: right-triangle items name sine, cosine and tangent by side position (opposite, adjacent, hypotenuse), read them off lettered triangles and from the other acute angle, and show that the ratio is the same in a similar right triangle. Solving: two-step items use a ratio and then the Pythagorean Theorem to find the other leg, angles are found to the nearest degree with inverse sine or cosine, and applied items cover ladders, shadows, ramps, kites and guy wires. In English and Spanish. |
| G.SRT.C.5 | FULL | oak-similarity-trig:L3 "Right triangle: side opposite A = 3, adjacent side = 4, hypotenuse = 5. What is tan(A)?" — ratio from sides ▶ Play a live item from this skill |
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| G.SRT.C.6 | PARTIAL | oak-similarity-trig:L4 ▶ Play a live item from this skill |
'Use' is practised: sin(A°) = cos(?°) for eleven angles, with the complement among three choices. 'Explain' is not: no item asks the student to explain the relationship. The reason appears only in the explanation shown afterward, which earns no credit. |
| G.SRT.C.7 | FULL | oak-similarity-trig:L5 ▶ Play a live item from this skill |
Level 5 deals five forms in English and Spanish: a side from a ratio and the hypotenuse; two-step items where the ratio gives one leg and the Pythagorean Theorem gives the other (for example 'cos(A) = 21/29 and the hypotenuse measures 29. How long is the leg opposite A?'); a ladder whose height or foot is found the same way; a height from a shadow and tan θ; and an angle to the nearest degree from two sides, by inverse sine or cosine. |
| G.SRT.C.8 | NOT COVERED | — | No item derives or uses A = ½ab sin(C); no item anywhere finds a triangle's area through the sine. (The statement printed for this code has absorbed Missouri's G.C.A, G.C.A.1–A.3 and G.C.B circle standards, which need rows of their own. For the record: no item proves circles similar, relates inscribed angles, radii and chords, or constructs inscribed or circumscribed circles; arc length and sector area are computed as multiple choice only at level 11 of Shapes & Geometry, outside the High School courses.) |
| G.C.A | NOT COVERED | No item in the app covers circle theorems: there are no circle-similarity, inscribed-angle, radius-and-chord or inscribed/circumscribed-circle items. The only circles served are cross-sections and the bases of solids in Solids & Modeling. |
No circle content is served; this cluster is outside what the app practises. |
| G.C.A.1 | NOT COVERED | No item asks the student to prove, or even consider, that all circles are similar. |
No circle content is served; this cluster is outside what the app practises. |
| G.C.A.2 | NOT COVERED | No item involves inscribed angles, radii and chords of circles. |
No circle content is served; this cluster is outside what the app practises. |
| G.C.A.3 | NOT COVERED | No item constructs the inscribed or circumscribed circle of a triangle or treats a quadrilateral inscribed in a circle. |
No circle content is served; this cluster is outside what the app practises. |
| G.C.B | NOT COVERED | No item finds an arc length or the area of a sector. |
No circle content is served; this cluster is outside what the app practises. |
| G.C.B.4 | NOT COVERED | No item derives or uses the arc-length formula. |
No circle content is served; this cluster is outside what the app practises. |
| G.C.B.5 | NOT COVERED | No item derives or uses the sector-area formula. |
No circle content is served; this cluster is outside what the app practises. |
| G.GPE.A | NOT COVERED | oak-coordinate-geo serves slopes, perimeters, areas, partition — no conic equation items ("A line has slope 3...") |
Translating between geometric description and equation (circles/parabolas) never appears in served items. |
| G.GPE.A.1 | NOT COVERED | — | No item derives an arc-length or sector-area formula or the equation of a circle, and no item anywhere uses a circle's equation. Arc length and sector area are computed as multiple choice (θ/360 of the circle) only at level 11 of Shapes & Geometry, outside the High School courses; the derivation appears only in the explanation after the answer. (The statement printed for this code has absorbed Missouri's G.C.B.4 and G.C.B.5; Missouri's G.GPE.A.1 is the circle-equation clause.) |
| G.GPE.A.2 | NOT COVERED | No focus/directrix content anywhere; quadratics items are algebraic solving, not parabola geometry |
Derivation of a parabola's equation from focus and directrix is a wall with no supporting recognition items either. |
| G.GPE.B | PARTIAL | oak-coordinate-geo:L2-L4 "A right triangle has vertices (1, 1), (4, 1), and (4, 5). What is its perimeter?" — coordinate computation, no proof ▶ Play a live item: level 2 · level 3 · level 4 |
'Prove' is a production wall; all served items compute (perimeter, area, partition, slopes), none ask the student to prove a theorem. |
| G.GPE.B.3 | PARTIAL | oak-coordinate-geo:L2/L3 "A triangle has vertices (0, 0), (10, 0), and (2, 7). What is its area?" — coordinate toolkit only ▶ Play a live item: level 2 · level 3 |
No item requires an algebraic proof of a geometric theorem; items exercise the coordinate-computation core, capping at PARTIAL under the prove wall. |
| G.GPE.B.4 | PARTIAL | oak-coordinate-geo:L1 ▶ Play a live item from this skill |
The 'use' clause is served. Level 1 asks for the equation of the line through a point parallel or perpendicular to a given line, whether two lines given by points are parallel, perpendicular or neither, and whether four points make a rectangle, along with a slope-recall item. No item asks the student to prove the slope criteria. |
| G.GPE.B.5 | PARTIAL | oak-coordinate-geo:L4 ▶ Play a live item from this skill |
Partly served. Level 4 asks which point partitions a directed segment in a given ratio, choosing from three points. Since 04 Oct 2026 (v2.252.0) it deals eight ratios (1:2, 2:1, 1:3, 3:1, 2:3, 3:2, 1:4, 4:1), segments running in any direction and negative coordinates, and the wrong choices are the reversed-ratio point plus the midpoint, a point one part off, or the right distance stepped the wrong way. Before that the ratio was always 1:2 and the answer was always the choice nearest the starting point. (04 Oct 2026 note update after v2.252.0 changed these items; verdict unchanged pending re-audit.) |
| G.GPE.B.6 | PARTIAL | oak-coordinate-geo:L2/L3 ▶ Play a live item: level 2 · level 3 |
Perimeters are asked only for right triangles whose legs lie on gridlines, where the hypotenuse takes the distance formula. Areas are asked only for triangles with a base on the x-axis. No item asks for the area of a rectangle or the perimeter of any polygon other than a right triangle; the rectangles that do appear (level 1's sorting of four points by slope, and the Transformations line-of-symmetry items) are never measured. |
| G.GMD.A | PARTIAL | oak-solids-modeling:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Using the formulas is practised: cylinder, pyramid and sphere volumes, and a silo made of a cylinder topped by a cone. Explaining them is not. The only explanation item is a Writing Coach prompt for the cylinder formula, with nothing for the pyramid, cone or sphere, and no row whose clause is met only through Writing Coach is marked FULL. |
| G.GMD.A.1 | PARTIAL | oak-solids-modeling ▶ Play a live item from this skill |
With Writing Coach on (a paid plan or a live school sponsorship, district switch on), Solids & Modeling asks the student to explain informally why the volume of a cylinder is V = πr²h. It is graded against a rubric requiring the base area πr² and stacking it through the height (layers or Cavalieri's principle). There is one fixed prompt, at most one per round. No item asks for an informal argument for the circumference or area of a circle, or for the volume of a pyramid or cone. The one-third factor is printed in the silo prompt, or recalled for the pyramid and then stated in the explanation ('A pyramid is ONE THIRD of its prism'), and is never argued. Without Writing Coach, no item asks why a formula holds: the volume items apply the formulas directly, and the cylinder's 'disk stacked h high' appears only in an explanation. PARTIAL: no row whose clause is met only through Writing Coach is marked FULL. |
| G.GMD.A.2 | FULL | oak-solids-modeling:L1-L3 "A silo is a cylinder of radius 6 and height 5 topped by a cone of radius 6 and height 3. What is the total volume...?" ▶ Play a live item: level 1 · level 2 · level 3 |
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| G.GMD.B | PARTIAL | oak-solids-modeling:L2 "A plane slices a cone parallel to its base. What is the cross-section?" ▶ Play a live item from this skill |
Only ~3 visualization items exist, and this same tiny bank is credited to B.3 and B.4 (distinct standards) — shared-bank cap; coverage is thin (sphere, cone, rectangle-rotation only). |
| G.GMD.B.3 | PARTIAL | oak-solids-modeling:L2 ▶ Play a live item from this skill |
In the high school course only two cross-section items are dealt, one fixed item each: a sphere cut by any plane, and a cone cut parallel to its base. No high school item slices a prism, pyramid or cylinder, or cuts a cone or pyramid at a slant. |
| G.GMD.B.4 | PARTIAL | oak-solids-modeling:L2 ▶ Play a live item from this skill |
In the high school course a single rotation item is dealt, a rectangle turned about one side to give a cylinder. No high school item turns a triangle into a cone, a semicircle into a sphere, or makes any other solid of rotation. |
| G.MG.A | PARTIAL | oak-solids-modeling:L3 ▶ Play a live item from this skill |
Contextual items exist: a silo (a cylinder topped by a cone), a town's population density, and, in Similarity & Trig, ladders, shadows, ramps, kites and guy wires. Most of them hand the student the model: the silo question names its shapes, and the ladder and shadow questions name the ratio to use. Only the angle questions (a ramp, ladder, kite string or guy wire, to the nearest degree) leave the student to see the right triangle and choose sine or cosine. No item uses density based on volume, and no design problem is posed. |
| G.MG.A.1 | PARTIAL | oak-solids-modeling:L3 ▶ Play a live item from this skill |
Real objects are worked with as shapes: a silo as a cylinder topped by a cone, and ladders, ramps, kite strings, guy wires and shadows as right triangles. The silo question names its shapes. The right-triangle questions never say 'triangle', but the setting (a ladder against a vertical wall, a shadow on level ground) makes it plain. The student picks a number from three choices and never describes an object by its shapes, measures or properties. |
| G.MG.A.2 | PARTIAL | oak-solids-modeling:L3 ▶ Play a live item from this skill |
"A town has 600 residents on 30 km². What is its population density?" Area-based density is practised, but no item uses density based on volume (mass or energy per cubic unit). |
| G.MG.A.3 | NOT COVERED | Silo composite-volume items are contextual modeling, but no item poses a design problem |
'Design' problems (satisfying constraints, optimizing a layout or cost) are absent; served items are direct compute-the-answer modeling, not design under constraints. |
| G.CP.A | PARTIAL | oak-probability-hs:L1/L3 ▶ Play a live item: level 1 · level 3 |
PARTIAL as a cluster. Its expectations are served by the oak-probability-hs banks, and four of them stay PARTIAL. A.1: events are matched to sets and descriptions but never described in the student's own words. A.4: no two-way table is built or read. A.5: explaining in context is asked only through Writing Coach. A.7: the general Multiplication Rule is applied but never interpreted. |
| G.CP.A.1 | PARTIAL | oak-probability-hs:L2 ▶ Play a live item from this skill |
Level 2 now has two set forms in English and Spanish, together about a third of Level 2. A card is drawn from 1–8, 1–10 or 1–12. The student either picks which set of outcomes is the event "A or B", "A and B", "not B" or "A and not B", or picks which description (even, prime, greater than 5 …) defines a listed set such as {1, 3, 5, 7}. Unions, intersections, complements and descriptions by a characteristic are all practised, but only by choosing among three options. The student never writes the set or the description, so 'describe' keeps this PARTIAL. |
| G.CP.A.2 | FULL | oak-probability-hs:L1 ▶ Play a live item from this skill |
Level 1: 'You flip a fair coin and roll a 6-sided die. What is P(heads AND rolling a 6)?' The child multiplies the two probabilities because the events are independent (about 3 level-1 questions in 10). The more common level-1 item, 'P(A) = 1/4, P(B) = 1/5, and P(A and B) = 2/20. Are A and B independent?', already prints the product P(A) · P(B) in one of its answers, so it checks only that the child can compare two fractions. English and Spanish. |
| G.CP.A.3 | FULL | oak-probability-hs:L3 "Given that a student plays soccer, what is the probability they also play chess" — direct conditional calc ▶ Play a live item from this skill |
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| G.CP.A.4 | PARTIAL | oak-probability-hs:L3 L3 gives two-category counts in prose ("8 chess AND soccer, 9 soccer only...") and asks a conditional ▶ Play a live item from this skill |
Construct is a wall — no table is built or shown; no independence decision from a two-way table |
| G.CP.A.5 | PARTIAL | oak-probability-hs:L1/L3 ▶ Play a live item: level 1 · level 3 |
Multiple choice recognises conditional probability in a class context at L3 ("Given that a student plays soccer, what is the probability they also play chess?"). The L1 independence items are context-free ("P(A) = 1/4, P(B) = 1/5, and P(A and B) = 2/20. Are A and B independent?"). Only two written-response prompts ask the student to explain independence or conditional probability: one about students who play a sport and take music, one asking for P(A | B) from given probabilities. Both run through Writing Coach, so under the published rule this stays PARTIAL. |
| G.CP.A.6 | FULL | oak-probability-hs:L2 ▶ Play a live item from this skill |
Level 2 applies the Addition Rule three ways. Bare: "P(A) = 3/10, P(B) = 2/10, P(A and B) = 1/10. What is P(A or B)?". From survey counts: "In a survey of 40 households, 14 own a dog, 8 own a cat, and 3 own both… What is the probability that it owns a dog or a cat?". And backward for the overlap. It also interprets the result: "If P(A or B) = 25/40, which statement interprets this probability?", where the key is the inclusive 'or'. English and Spanish. |
| G.CP.A.7 | PARTIAL | oak-probability-hs:L1 ▶ Play a live item from this skill |
The general rule is applied at L4 in equally-likely models where the second step depends on the first. Examples: "A bag holds 3 green marbles and 6 red marbles. Two are drawn at random without replacement. What is the probability that both are green?" (3/9 · 2/8), and the chance that two particular runners finish 1st and 2nd. The L1 coin-and-die case is the independent version. No item asks the student to interpret the result in terms of the model, so it stays PARTIAL. |
| G.CP.A.8 | FULL | oak-probability-hs:L4 ▶ Play a live item from this skill |
Level 4 uses permutations and combinations to count, e.g. "How many ways can 1st, 2nd, and 3rd place fall among 6 runners?" and "How many ways can 2 students be chosen from a group of 5?". In about three deals of four it uses them to find probabilities: a random keypad code, two particular runners finishing 1st and 2nd, two particular people on a 2-person committee, two green marbles drawn without replacement, exactly 2 women on a 3-person committee. English and Spanish. |
| Code | Verdict | Evidence (generator · live items) | Audit note — what is practised, what is missing |
|---|---|---|---|
| A2.NQ.A | PARTIAL | oak-radicals-complex:L1/L2/L3 ▶ Play a live item: level 1 · level 2 · level 3 |
This cluster inherits its children's gaps. Students recognize equivalent radical and rational-exponent forms from three choices but never write them, and subtraction and division of radical expressions are never served. |
| A2.NQ.A.1 | FULL | oak-radicals-complex:L1 "25^(3/2) = ?", "8^(2/3) = ?" — rational exponents evaluated via powers-and-roots extension ▶ Play a live item from this skill |
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| A2.NQ.A.2 | PARTIAL | oak-radicals-complex:L1 'Which radical expression equals 7^(2/3)?' and 'Write with a single rational exponent, for x > 0: √(∛(x^7)).' In both, the student picks the equivalent form from three choices. ▶ Play a live item from this skill |
Recognizing equivalent radical and rational-exponent forms is practised in both directions. 'Create' asks the student to write the equivalent form, and every item is multiple choice. |
| A2.NQ.A.3 | PARTIAL | oak-radicals-complex:L2 "2√2 + 3√2 = ?" and "√6 · √2 = ?" — addition and multiplication only ▶ Play a live item from this skill |
Subtraction and division of radical expressions never served |
| A2.NQ.A.4 | FULL | oak-radicals-complex:L3 "Solve 3√x + 4 = 19." (isolate, then square), "Solve √(x + 3) = x − 3." (two candidates, one extraneous), "Solve x^(3/2) = 8.", "Solve the inequality √(x − 2) < 3.", "Solve √(2x + 1) = √(x + 5)." — radical and rational-exponent equations solved, extraneous roots found by checking, inequalities solved with the domain ▶ Play a live item from this skill |
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| A2.NQ.B | PARTIAL | oak-radicals-complex:L4 ▶ Play a live item from this skill |
Complex numbers are added, subtracted and multiplied in a + bi form. Division (with conjugates) is never served. No item asks the student to represent a complex number, and the Fundamental Theorem of Algebra is not covered. |
| A2.NQ.B.5 | PARTIAL | oak-radicals-complex:L4 "(2 + 5i) − (4 + 1i) = ?" — items require answers in a+bi form but never ask to represent ▶ Play a live item from this skill |
No item on representing complex numbers per se (a+bi definition, i²=−1, complex plane); bank shared with A2.NQ.B.6 |
| A2.NQ.B.6 | PARTIAL | oak-radicals-complex:L4 "(2 + 3i)(4 + 3i) = ?" plus add/subtract items ▶ Play a live item from this skill |
Division of complex numbers (conjugates) never served; bank shared with A2.NQ.B.5 |
| A2.NQ.B.7 | NOT COVERED | No served item mentions the Fundamental Theorem of Algebra; zeros items are pre-factored cubics with real roots only |
FTA (n roots counted with multiplicity, complex roots) absent from all served banks |
| A2.SSE.A | PARTIAL | oak-logarithms:L1-L4 "log₅(625) = ?", "3^x = 81", "Which expression equals log(a·b)?" ▶ Play a live item: level 1 · level 2 · level 3 · level 4 |
Cluster credited from the same banks as its child standards (shared-bank cap); 'define' clause only implicit in evaluation items |
| A2.SSE.A.1 | PARTIAL | oak-logarithms:L1 "log₃(27) = ?" — evaluation exercises the exponent-based definition ▶ Play a live item from this skill |
'Develop the definition' is a production demand; served items only apply the definition, none build it from exponent properties |
| A2.SSE.A.2 | FULL | oak-logarithms:L2 "3^x = 81" and "log₃(x) = 4" — both directions of the inverse relationship solved ▶ Play a live item from this skill |
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| A2.SSE.A.3 | FULL | oak-logarithms:L3 Logarithms level 3 solves equations by combining logs ("Solve log₆(x) + log₆(x − 16) = 2," where combining gives two roots and the one that makes a logarithm undefined must be rejected; in some deals it is offered as a choice). It also finds equivalent expressions with the product, quotient and power rules in both directions ("For x > 0 and y > 0, which expression is equivalent to log(x/y³)?"; "which single logarithm is equivalent to 3 · log(x) − log(y)?"), alongside "Which expression equals log(a·b)?". ▶ Play a live item from this skill |
None. |
| A2.SSE.A.4 | FULL | oak-logarithms:L4 Logarithms level 4 asks why a log scale is used ("Earthquake magnitude is reported on a base-10 logarithmic scale instead of by the raw size of the ground waves. Why?", also for decibels and pH) and what one step on the scale means. It solves problems on three scales: earthquake magnitude ("A magnitude-7 quake has ground waves how many times larger than a magnitude-5 quake?"), pH ("Solution A has pH 8 and solution B has pH 6. How does A's hydrogen-ion concentration compare with B's?") and decibels ("If one sound is 40 dB louder than another, how many times as great is its intensity?"). Half of level 4 still deals the level-3 property items. ▶ Play a live item from this skill |
None. |
| A2.REI.A | PARTIAL | oak-poly-rational:L1/L4 ▶ Play a live item: level 1 · level 4 |
Cluster credited from the same banks as its children (shared-bank cap). Equations are solved: absolute value at L1, rational at L4, radical in Radicals & Complex. The only inequalities in the Algebra II course are square-root inequalities in Radicals & Complex L3 ("Solve the inequality √(x − 5) < 4."). No absolute-value inequality is served anywhere, and nothing in the Algebra II course asks the student to create an equation or inequality; typed equation-writing exists only in Algebra I. |
| A2.REI.A.1 | PARTIAL | oak-poly-rational:L1 ▶ Play a live item from this skill |
Absolute-value equations are solved from a given equation ("|x − 5| = 5"). Nothing in the Algebra II course asks the student to create an equation or inequality. Typed equation-writing exists only in Algebra I: a linear equation from a word problem, a formula rearranged for one variable, and an exponential equation from a table. No inequality is written in any high-school course. The Algebra II inequalities are square-root inequalities in Radicals & Complex, and no absolute-value inequality is served. |
| A2.REI.A.2 | PARTIAL | oak-poly-rational:L4 ▶ Play a live item from this skill |
In Polynomials & Rational the only rational equation is one template with four versions, (x² − a²)/(x − a) = 2a for a = 2 to 5, at L4: about two L4 questions in five in a first round, about one in five over repeated rounds. The prompt names the suspect value ("What about x = 4?"), and the answer is always that it is excluded and there is no solution. The only rational equation with a valid root is the simple one in Function Operations L2 ("f(x) = 12/x + 4, for x ≠ 0. Which input x gives f(x) = 2?"). No item asks the student to clear polynomial denominators and check which candidates survive, so solving rational equations is only partly practised. |
| A2.REI.B | PARTIAL | oak-systems The grade-9 Systems skill, which a high-school student can open, solves two linear equations by substitution and by elimination, for example "Solve by elimination: 2x + y = 10 and 2x − y = 6." ▶ Play a live item from this skill |
No system includes a non-linear equation. No item solves a system of inequalities, because the inequality item checks one inequality at a time. No Algebra 2 skill poses a system. |
| A2.REI.B.3 | PARTIAL | oak-systems Only linear systems are solved. The grade-9 Systems skill gives two linear equations and the student picks the solution ("Solve by substitution: y = 2x + 3 and x + y = 15"). ▶ Play a live item from this skill |
No system pairs a non-linear equation with another, no system of inequalities is solved, and the student never creates a system. |
| A2.APR.A | PARTIAL | oak-poly-rational:L2 ▶ Play a live item from this skill |
In the Algebra II course no item adds, subtracts, multiplies or divides polynomials; Algebra I Quadratics does multiply binomials and add polynomials. No item adds, subtracts, multiplies or divides rational expressions: the only simplifying is cancelling (x² − a²)/(x − a) inside the L4 equation, and Function Operations L2 only solves and inverts f(x) = k/x + h. The remainder is found by evaluating p(c), not by dividing. |
| A2.APR.A.1 | NOT COVERED | All factoring/zeros items use real integer roots, e.g. "zeros of p(x) = (x − 1)(x − 4)(x + 5)"; no factor with complex coefficients ever appears |
Factoring over the complex numbers (e.g. x²+4 = (x+2i)(x−2i)) absent; complex arithmetic in L4 never connects to factoring |
| A2.APR.A.2 | FULL | oak-poly-rational:L2 "p(x) = 3x² + 2x. By the Remainder Theorem, what is the remainder of p(x) ÷ (x − 3)?" ▶ Play a live item from this skill |
|
| A2.APR.A.3 | NOT COVERED | No served item in any algebra-2 skill asks for an LCM of polynomials; L1-L4 are abs-value, remainder, zeros, rational-eq items. |
Least common multiple of two or more polynomials entirely absent. |
| A2.APR.A.4 | PARTIAL | oak-poly-rational:L4 "Solve: (x² − 16)/(x − 4) = 8. What about x = 4?" — simplifying one rational expression only ▶ Play a live item from this skill |
No adding, subtracting, or multiplying of rational expressions; only implicit division/simplification inside an equation. |
| A2.APR.A.5 | PARTIAL | oak-poly-rational:L3 "What are the zeros of p(x) = (x − 1)(x − 4)(x + 5)?" ▶ Play a live item from this skill |
Zeros identified from factored form, but no item uses zeros to sketch the polynomial's graph. |
| A2.IF.A | PARTIAL | oak-adv-functions:L1 ▶ Play a live item from this skill |
Functions are used throughout Algebra II (composition, inverses, transformations), and Logarithms level 4 interprets a logarithmic function in context: what one step on the earthquake, decibel or pH scale means. Held PARTIAL: no Algebra II item shows a graph or a table of a function, so key characteristics are never read from one. |
| A2.IF.A.1 | PARTIAL | oak-poly-rational:L3 ▶ Play a live item from this skill |
Zeros are read from factored form (L3). No high-school item shows a graph, and tables appear only in Algebra I (an average rate of change read from a table, and the equation that models a table). In the Algebra II course graphs come up only in words: Function Operations L3 finds k from where a graph's minimum point moved and says how a graph shifts or stretches, and L2 finds a point on the inverse's graph from a point on f's graph. Whether a polynomial is even, odd or neither is decided from its formula. No Algebra II item interprets an intercept or end behavior to solve a problem; the only intercept read in context is the flat fee of a linear cost function in Algebra I Functions L4. |
| A2.IF.A.2 | PARTIAL | oak-quadratics Quadratics only, in the grade-9 Quadratics skill. The student completes the square to reach vertex form ("Complete the square: x² − 8x + 20 in vertex form," chosen from three) and types the factored form ("Factor: x² + 7x + 12. Write it as the product of two binomials"). ▶ Play a live item from this skill |
No Algebra 2 item translates a polynomial, exponential, logarithmic or rational function between equivalent forms. The radical and logarithm rewrites in Algebra 2 work on bare expressions, not functions. |
| A2.BF.A | PARTIAL | oak-adv-functions:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Held PARTIAL by its parts: functions are composed only as numbers (f(g(3)) = ?), never added, subtracted, multiplied or divided; inverses are found for linear, cubic and reciprocal-type rational functions but never composed with the original to show they are inverses; and transformations (translations, stretches and compressions, a reflection across the x-axis) are chosen from descriptions, never described by the student or shown on a graph. |
| A2.BF.A.1 | PARTIAL | oak-adv-functions:L1 "f(x) = 2x, g(x) = x + 2. f(g(4)) = ?" — numeric composition only ▶ Play a live item from this skill |
No arithmetic operations (f+g, f−g, f·g, f/g) on functions; no symbolic composition; no domain/range modification. |
| A2.BF.A.2 | PARTIAL | oak-adv-functions:L2 ▶ Play a live item from this skill |
Function Operations level 2 finds inverses of linear, cubic (ax³, x³ + k) and reciprocal-type rational (k/x + h) functions, reads an inverse from a known point, and solves f(x) = c by running f backward, in English and Spanish, always by choosing from three options. Held PARTIAL: no item has the student compose the inverse with the original to show they are inverses; that check appears only in the explanation shown after answering. |
| A2.BF.A.3 | PARTIAL | oak-adv-functions:L3 ▶ Play a live item from this skill |
Function Operations level 3 deals translations (up, down, left, right, and finding k), dilations (k·f(x), f(x)/k, f(kx)) and a reflection across the x-axis (−k·f(x)), all for a generic f, in English and Spanish. Held PARTIAL: the student picks the description rather than describing the effect, no item works graphically, a reflection across the y-axis is never the asked answer, and no item names a function family (quadratic, cubic, root, absolute value, exponential, logarithmic). |
| A2.FM.A | PARTIAL | oak-logarithms:L4 Logarithms level 4 sets functions in real contexts: pH, decibels and earthquake magnitude, plus growth and decay models. In those, the student chooses the function for a described situation (bacteria doubling, a plant's area tripling, a medication's half-life) and then solves a given model for the time. In the grade-9 skills the student types a linear model for a situation (a repair's cost function, a phone plan's equation) and interprets the average rate of change of given quadratic models (a thrown ball's height, a car's distance). ▶ Play a live item from this skill |
The student never writes a quadratic or exponential model for a situation (the exponential model is chosen from three), and no item creates a quadratic model or solves one for an unknown input. |
| A2.FM.A.1 | PARTIAL | oak-logarithms:L4 + oak-functions Exponential models in Logarithms level 4. The student chooses the function for a described situation ("A bacterial culture starts with 200 cells and doubles every 3 hours. Which function gives the number of cells after t hours?") and solves with a given model ("A culture of 200 cells doubles every 6 hours, so N(t) = 200 · 2^(t/6). After how many hours will it reach 3200 cells?"). The grade-9 Functions skill gives quadratic models of a thrown ball's height and a car's distance, and the student finds and interprets the average rate of change over an interval. ▶ Play a live item from this skill |
The student never writes a quadratic or exponential model for a situation. The exponential model is chosen from three, and the only models the student types are linear ones (a repair's cost function, a phone plan's equation) and an exponential equation for a bare table. No item creates a quadratic model or solves one for an unknown input. |
| A2.DS.A | NOT COVERED | — | Nothing in the app practises this cluster: no item draws an inference about a population from a sample, decides whether a statistical model is consistent with data, compares the purposes of sample surveys, experiments and observational studies, deals with margins of error, analyses a decision with probability, evaluates a report based on data, or asks for a conclusion to be justified. The Probability items that start from survey counts (a survey of 80 households …) only compute and read a probability within the surveyed group, and the normal-curve items (mean 70, standard deviation 8 …) apply a given normal model and belong to A2.DS.B. |
| A2.DS.A.1 | NOT COVERED | No served item in any algebra-2 skill mentions random sampling, samples, surveys, or population parameters. |
Analyzing how random sampling supports inference about population parameters entirely absent. |
| A2.DS.A.2 | NOT COVERED | — | No served item asks whether a statistical model (a claimed probability, rate or distribution) fits observed data that vary. The nearest items, in the grade-9 Exponents & Growth skill, show an exact table and ask which equation produces it. That is fitting a function, not judging a model against data. The Algebra 2 statistics items are empirical-rule percentages only. |
| A2.DS.A.3 | NOT COVERED | Keyword sweep of all algebra-2 skills finds no survey/experiment/observational-study item. |
Items distinguishing sample surveys, experiments, observational studies and their relation to randomization. |
| A2.DS.A.4 | NOT COVERED | — | No item a high-school student can reach estimates a population characteristic from a sample, and no item anywhere in the app mentions a margin of error. A grade-7 item that estimates a school's total from a random sample sits in the grades 6–8 Data & Statistics skill, which is not shown to grades 9–12. |
| A2.DS.A.5 | NOT COVERED | No item relates sample/population size to margin of error; concept absent from all served banks. |
Items on how sample size affects margin of error. |
| A2.DS.A.6 | NOT COVERED | 'In a class: 8 students play chess AND soccer... Given that a student pla[ys]...' — contextual conditional probability only. |
No item analyzes a decision or strategy (fairness, expected value, choosing among options) using probability; served items compute probabilities without a decision frame. |
| A2.DS.A.7 | PARTIAL | oak-reading-2 + oak-reading-1 Reading III–IV paired texts give the student a data-based report and ask for an evaluation. One is a pilot-program report on the four-day week ("Evaluate Text B's reasoning. What makes its selection-bias argument strong?"). Another is a city's compost-program report ("What makes its objection strong?"). The third is an article on drift data from lost glass floats ("Evaluate how the author handles the method's limits"). The student also judges evidence without help in an essay on deferred maintenance ("Evaluate the evidence for the claim that deferred maintenance is costly. How strong is it?") and, in Reading I–II, in an article on sand mining. ▶ Play a live item from this skill |
In the three report items the flaw is named by a second text or by the author, and the student judges that critique. The unaided items judge how much evidence is given, not how the data were collected. No item asks the student to find a sampling or design flaw in a report on their own, and no math skill evaluates a report's sampling, design or conclusions. |
| A2.DS.B | PARTIAL | oak-adv-functions:L4 'Normally distributed data: mean 70, standard deviation 8. About what percentage falls between 62 and 78?' ▶ Play a live item from this skill |
Items apply an already-given normal model; no item fits a data set to a normal distribution. |
| A2.DS.B.8 | PARTIAL | oak-adv-functions:L4 ▶ Play a live item from this skill |
Function Operations level 4 gives a normal distribution's mean and standard deviation in one fixed opening sentence, in English and Spanish, and since 04 Oct 2026 (v2.252.0) asks either the share within one, two or three standard deviations of the mean (68%, 95%, 99.7%) or the share above or below a value one or two standard deviations from the mean (16% or 2.5% in a tail, 84% or 97.5% for the rest), always as a choice of three. Before that it asked only three fixed questions (within one, within two, and above the mean plus one standard deviation), each wording always with the same answer. (04 Oct 2026 note update after v2.252.0 changed these items; verdict unchanged pending re-audit.) |
| A2.DS.B.9 | NOT COVERED | Every normal item stipulates normality up front; none asks whether given data is approximately normal. |
Items using mean/sd against actual data to judge approximate normality. |
| Code | Verdict | Evidence (generator · live items) | Audit note — what is practised, what is missing |
|---|---|---|---|
| 9-10.RL.1.A | PARTIAL | oak-reading-1:L1-L3 'Which piece of textual evidence BEST supports the claim that the mother's accounting was deliberate rather than careless?' ▶ Play a live item: level 1 · level 2 · level 3 |
Three literary passages each carry an item in which the child picks, from three quotations, the one that best supports a stated claim, in English and Spanish. The child never cites evidence in their own words or gathers several pieces of evidence, and the claim is given in the question rather than drawn by the child, so 'citing relevant and thorough textual evidence' is not met. |
| 9-10.RL.1.B | FULL | oak-reading-1:L1-L3 "'The survey measured the valley. Her map remembered it.' What distinction does 'remembered' draw?" ▶ Play a live item: level 1 · level 2 · level 3 |
Three literary passages each ask what a word means as used in the passage — 'columns' in the mother's bookkeeping, 'remembers' in the observatory log, and 'remembered' set against 'measured' in the kitchen map — covering figurative and connotative meaning, worked out from context, in English and Spanish. The standard accepts context, affixes or reference materials; context is the pathway practised here. |
| 9-10.RL.1.C | NOT COVERED | No oak-reading-1 item presents or interprets a visual element; all items are prose-only. |
Items interpreting visual elements of a text (illustrations, charts, layout). |
| 9-10.RL.1.D | PARTIAL | oak-reading-1:L1-L3 'Which TWO themes does the passage develop together?' ▶ Play a live item: level 1 · level 2 · level 3 |
Two-theme identification served; theme development across the text, relating themes to life experiences, and producing an objective concise summary are not exercised. |
| 9-10.RL.2.A | FULL | oak-reading-1:L1-L3 'The narrator starts the night before an audit, jumps back eleven years, and returns to tomorrow. What does this time structure accomplish?' ▶ Play a live item: level 1 · level 2 · level 3 |
Three literary passages each ask what a structural choice does to the reader: a flashback frame that makes the memory read as testimony ('The Ledger'), a phone call held back until the reader shares the narrator's mistake ('The Observatory Log'), and a fact withheld so the reader trusts a map before learning it was drawn from memory ('The Map on the Kitchen Wall'). The child chooses the analysis, in English and Spanish. |
| 9-10.RL.2.B | NOT COVERED | — | No High School item asks how point of view shapes the characters, setting or plot. Two oak-reading-1 questions about story structure (The Observatory Log, The Map on the Kitchen Wall) note that the reader shares the narrator's early mistake, but they ask about sequence, not point of view. The 'How does the narrator change...' items test character development. A grade 6–8 reading question asks whose point of view a story is told from and why that matters; it is grade 6–8 work and is not counted here. |
| 9-10.RL.2.C | PARTIAL | oak-reading-1:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Two literary items ask what a sentence's construction does: the two fragments 'Not money. Witnesses.' and the plain 'By August my welds were ugly and they held.', whose effect on tone (the supervisor's blunt register) is part of the answer, in English and Spanish. A word-meaning item follows how 'columns' gathers meaning across the bookkeeping passage, but each syntax item looks at one sentence, and no literary item asks how word choices and syntax build up across a passage to shape its tone, so 'cumulative impact ... on tone' is not met. |
| 9-10.RL.2.D | PARTIAL | oak-reading-1:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Three literary passages each ask how the narrator changes over the passage (for example, from inheriting her mother's habits without understanding them to grasping what they were for), in English and Spanish. No item asks how that development advances the plot or develops the theme, so those clauses are not met. |
| 9-10.RL.3.A | NOT COVERED | No served item presents or compares multiple performances of a story, drama, or poem; bank is text-only MCQ. |
Multimedia/performance comparison is a wall (rule 1) and no recognition item about versions exists at all. |
| 9-10.RL.3.B | PARTIAL | oak-reading-1:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Two literary items name a source idea — the old image of weighing a soul's deeds in a balance, and the treasure map that leads to a buried prize — and ask how the author transforms it; the child chooses the best description, in English and Spanish. No item asks why the author draws on the source, the source is named in the question rather than recognized by the child, and choosing an answer does not meet 'explain'. |
| 9-10.RL.3.C | PARTIAL | oak-reading-1:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Two literary passages each carry a context item — the small-margin neighborhood economy of 'The Ledger' and the trade culture of 'The Ugly Bead' — in English and Spanish. Each item looks at one text on its own; no item asks the child to analyze how several texts reflect a historical or cultural context, so 'multiple texts' is not met. |
| 9-10.RL.3.D | PARTIAL | oak-reading-1:L1-L3 Comprehension items (theme, character, inference, structure, word meaning) on four literary prose narratives the child reads alone — a family bakery's ledger, an observatory log, a welding apprenticeship and a hand-drawn map of a drowned village — in English and Spanish. ▶ Play a live item: level 1 · level 2 · level 3 |
No drama or poem is served, so 'including stories, dramas and poems' is not met; four short narratives of about 190–230 words are a thin basis for 'proficiently'. |
| 9-10.RI.1.A | PARTIAL | oak-reading-1:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Two informational articles each carry an item in which the child picks, from three quotations, the one that best supports a stated inference (for example, that scarcity alone will not stop illegal mining), in English and Spanish. The child never cites evidence in their own words or gathers several pieces of evidence, so 'citing relevant and thorough textual evidence' is not met. |
| 9-10.RI.1.B | PARTIAL | oak-reading-1:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Two informational items ask what a figurative word or phrase conveys in context — 'a demolition in waiting' in the sand article and 'households' in the lighthouse article — in English and Spanish, which meets the figurative and connotative clauses through context (the standard accepts context, affixes or reference materials). No item asks the meaning of a content-specific (technical) term, so that clause is not met. |
| 9-10.RI.1.C | NOT COVERED | No served oak-reading-1 item contains or interprets a visual element (chart, image, map, or other media); all items are prose-only. |
Interpreting visual elements from different media is entirely unserved. |
| 9-10.RI.1.D | PARTIAL | oak-reading-1:L2-L3 ▶ Play a live item: level 2 · level 3 |
Two informational texts each carry an item asking which TWO central ideas the text develops together; the child chooses, in English and Spanish. No item asks the child to explain the central ideas, analyze how they develop, or explain their significance, and no item asks for a summary. |
| 9-10.RI.2.A | FULL | oak-reading-1:L1-L3 "Why does the author describe automation 'in stages' rather than as a single event?" ▶ Play a live item: level 1 · level 2 · level 3 |
Two informational articles each ask how a structural choice affects the reader — the sand article holds its regulation argument until the reader has accepted the physical facts, and the lighthouse article removes the keeper's duties one at a time so the last station's emptying reads as a conclusion. The child chooses the analysis, in English and Spanish. |
| 9-10.RI.2.B | FULL | oak-reading-1:L1-L3 "'None of this appears on a balance sheet, which is exactly the problem with balance sheets.' What rhetorical work does this sentence do?" ▶ Play a live item: level 1 · level 2 · level 3 |
Two informational texts each ask how a rhetorical move advances the writer's argument — a concession that wins credibility before pivoting to cost and enforcement (the sand article), and a turn that makes the opponents' cost figure evidence of what it misses (the water-tower essay). The child chooses the analysis, in English and Spanish. |
| 9-10.RI.2.C | PARTIAL | oak-reading-1:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Two informational items ask what specific language does: the three-verb chain 'Mined, barged, and poured into foundations elsewhere,' whose cumulative effect makes the islands' erasure feel routine, and the water-tower essay's two-sentence close, which reframes the vote. Both are in English and Spanish. Only the three-verb item turns on tone, and it looks at one phrase; no item asks how word choices accumulate across an article to shape meaning and tone. |
| 9-10.RI.2.D | PARTIAL | oak-reading-1:L1-L3 Evaluate the author's evidence for the claim that the shortage is already severe. Is it relevant and sufficient? ▶ Play a live item: level 1 · level 2 · level 3 |
Relevance/sufficiency clause exercised; 'identify false statements and fallacious reasoning' has no served item naming or spotting a fallacy. |
| 9-10.RI.3.A | NOT COVERED | No served item compares treatment of an idea across different media formats; all items address single prose texts. |
Cross-media portrayal analysis entirely unserved; multimedia comparison is also a rule-1 wall. |
| 9-10.RI.3.B | NOT COVERED | — | All seven oak-reading-1 passages are single texts (four stories and three essays or articles), and no oak-reading-1 item compares how two texts develop an idea. The High School paired-text questions (Two Views of the Four-Day Week, Two Views of the Compost Program) are in Reading III–IV, which belongs to English III–IV and is not counted for this course. |
| 9-10.RI.3.C | PARTIAL | oak-reading-1:L1-L3 'The article's examples — Lagos, Shenzhen, South Asian rivers, Indonesian islands — reflect what shared context?' ▶ Play a live item: level 1 · level 2 · level 3 |
Context-reflection items are per-text; no item analyzes how MULTIPLE texts jointly reflect a historical/cultural context |
| 9-10.RI.3.D | PARTIAL | oak-reading-1:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
The child reads three informational articles alone — on sand, a town water tower and lighthouse automation — and answers sixteen comprehension items on them, in English and Spanish. Three short articles of about 200–225 words are a thin basis for a claim that the student reads informational text independently and proficiently. |
| 9-10.W.1.A | NOT COVERED | No wp-oak prompt or rubric line asks for sources, searches, or citation; 'conduct research' is a conduct wall |
Research process, source gathering/credibility assessment, and citation system entirely absent |
| 9-10.W.2.A | PARTIAL | wp-oak-argument / wp-oak-inform / wp-oak-analyze / wp-oak-narrative | Short written responses of 400 to 2,500 characters in four modes: an argument, an analysis of a persuasive text, an explanation of a process, and a narrative. Each is graded against a named rubric for development and organization, the first three also for formal register and the narrative for narrative technique. When a first draft does not pass, the student sees coaching lines and may revise it once. There is no planning stage and no multi-draft process. Each prompt asks for one mode, and the student is never asked to choose or blend techniques across modes. What is practised here is practised only through Writing Coach, and the blending clause is not practised at all, so the row stays PARTIAL. (31 Oct 2026 note update: the three narrative prompts were added to Writing Coach; verdict unchanged.) |
| 9-10.W.3.A | PARTIAL | wp-oak-argument / wp-oak-analyze | Rubrics grade organization and content (a claim stated early, the text and its persuasive goal named, a conclusion that follows) and register ('Formal register maintained'). When a first draft does not pass, the student sees coaching lines and may revise the same draft once before it is scored. That is one review-and-revise step, offered only after a failed draft. The coaching lines come from a fixed set written for younger writers (capitals, end marks, adding detail, order, staying on topic, telling why); none of them mentions a claim, counterclaim, evidence or conclusion. No rubric line on these prompts grades syntax or conventions. All of this runs through Writing Coach, so the row stays PARTIAL. |
| 9-10.SL.1.A | NOT COVERED | No served item involves peer collaboration, discussion rules, or roles |
Collegial-discussion conduct standard; interaction mode does not exist in the app |
| 9-10.SL.1.B | NOT COVERED | No english-1-2 item delineates a spoken argument or involves live discussion; speech-analysis items live only in oak-reading-2 (english-3-4) |
Discussion conduct (posing questions, incorporating others) is a conduct wall with no serving items |
| 9-10.SL.1.C | NOT COVERED | No item presents diverse-media perspectives or discussion response tasks |
Responding in discussion, resolving contradictions, identifying needed research — all unserved |
| 9-10.SL.2.A | NOT COVERED | — | No High School item asks the student to present or speak. The app's listening features are for young children: Reading Buddy hears early-reader passages read aloud, and, with voice input turned on, a few early-grade items let a child count, read a word or say an answer out loud. They check only which words were heard and give no score for volume, articulation or pace. |
| 9-10.SL.2.B | NOT COVERED | No item involves eye contact, gestures, or body language |
Physical delivery standard; entirely outside the served interaction modes |
| 9-10.SL.2.C | NOT COVERED | No presentation or multimedia creation task in any served item or wp-oak prompt |
Plan-and-deliver presentation with multimedia is a production/conduct wall with no knowledge-core item |
| Code | Verdict | Evidence (generator · live items) | Audit note — what is practised, what is missing |
|---|---|---|---|
| 11-12.RL.1.A | PARTIAL | oak-reading-2:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Students infer what a literary text means beneath what it says (a satirical retirement speech, a satirical letter returning an award) and choose which quotation best supports a claim, on the retirement speech and on 'The Clockmaker's Shelf', a short narrative. Both evidence items are three-option choices: the student picks a quotation but never cites one. No item on a literary passage asks where the text leaves matters uncertain, and there is no poetry or drama. |
| 11-12.RL.1.B | PARTIAL | oak-reading-2:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Two items ask what a figurative phrase means in a literary text: 'loyalty… is a currency… accepted in remarkably few places' in a satirical retirement speech, and 'feelings are not a budgeted item' in a satirical letter returning an award. Meaning comes from context. No item on a literary passage isolates a word's connotation; the High School Language & Revision skill asks which word carries a writer's attitude (for example 'intransigent' rather than 'resolute'), but in stand-alone sentences, not literary texts. No High School item uses word parts or a dictionary. |
| 11-12.RL.1.C | NOT COVERED | No oak-reading-2 item contains or interprets a visual element; all prompts are text-only |
Visual-element interpretation absent from the served bank |
| 11-12.RL.1.D | PARTIAL | oak-reading-2:L1 ▶ Play a live item from this skill |
The two-ideas question ('Which TWO central ideas do the paired texts develop, taken together?', and for one article 'Which TWO central ideas does the article develop together?') runs only on informational passages. The three literary passages — a satirical retirement speech, a satirical letter returning an award, and a short narrative about a clockmaker — have no theme question; the closest is an item on why the clockmaker story holds back its explanation, which shows how its lesson emerges. No item asks for a summary, and the student never writes one. |
| 11-12.RL.2.A | PARTIAL | oak-reading-2:L1 ▶ Play a live item from this skill |
Three items ask why a structural choice suits a literary text: the retirement speech built as a list of thanks, the letter that takes the form of a polite acceptance note, and the clockmaker story that presents the shelf as a mystery before explaining it. The right answers tie each choice to the text's meaning and to what the reader goes through (hearing each thanks as its opposite; sharing the narrator's wrong guess until it is corrected), but every question asks why the structure fits the content; none asks the student to judge its aesthetic effect, and there is no poetry or drama. |
| 11-12.RL.2.B | FULL | oak-reading-2:L1 ▶ Play a live item from this skill |
Two items turn on saying one thing and meaning another: a retirement speech that thanks the firm for each broken promise, and a letter returning an Employee of the Quarter plaque 'with no hard feelings.' Both are short satirical pieces in an invented speaker's voice, in English and Spanish, and the student must choose the reading that separates what is said from what is meant. Thin: two items, and no poetry or drama. |
| 11-12.RL.2.C | PARTIAL | oak-reading-2:L1 ▶ Play a live item from this skill |
Three items ask what a sentence's construction or wording does in a literary text: the closing line of the retirement speech, the final clause of the letter returning a plaque, and a short sentence in the clockmaker story. The answers tie each choice to meaning and tone (a sentimental close turned cold; comfort turned into indictment). No passage item asks the student to judge aesthetic effect; the nearest are Language & Revision items, from level 2, that ask which version of a sentence holds the reader in suspense or makes a character's realization land, written as one-line revision choices rather than as judgments of an author's text. |
| 11-12.RL.2.D | PARTIAL | oak-reading-2:L1 ▶ Play a live item from this skill |
No item is written for this standard. The nearest are on 'The Clockmaker's Shelf', a short narrative: why the story presents the shelf as a mystery before the clockmaker explains it, and which line shows he acted on principle. These touch how plot and character are developed, but they belong to the structure and evidence standards; no grade 11–12 item asks how the author develops and relates characters, setting and events. (The grades 9–10 reading skill asks how a narrator changes over a passage, at that band's level.) |
| 11-12.RL.3.A | NOT COVERED | No served item presents a subject in two artistic mediums; all seven Reading III-IV passages are written texts, including the two paired-text passages (on the four-day week and on a city compost program). |
No cross-medium (film/art/audio vs text) comparison item exists anywhere in oak-reading-2. |
| 11-12.RL.3.B | PARTIAL | oak-reading-2:L1 ▶ Play a live item from this skill |
Two paired-text sets (two views of the four-day week; two views of a city compost program) ask for the most complete account that both texts support. Both pairs are informational, so no item synthesizes themes across literary texts, and the student chooses the synthesis from three options rather than articulating it. |
| 11-12.RL.3.C | PARTIAL | oak-reading-2:L1 ▶ Play a live item from this skill |
Two items ask what perspective the author writes from: the satirical retirement speech (someone who kept the old employment bargain and saw it broken) and the clockmaker story (a craftsperson who keeps a duty to absent customers). The student picks the perspective from three options; how the work reflects it is spelled out in the question or the explanation rather than evaluated by the student, and no older work is read against its own era. |
| 11-12.RL.3.D | PARTIAL | oak-reading-2 Oak-reading-2 serves seven passages at every level, in English and Spanish, and the student reads each one without narration. Three are literary: a short story (The Clockmaker's Shelf), an ironic retirement speech and an ironic letter returning an award, each followed by comprehension and analysis questions. ▶ Play a live item from this skill |
Stories are read and comprehended, but no drama and no poem is served, and the passages are short (about 180 to 240 words). |
| 11-12.RI.1.A | PARTIAL | oak-reading-2:L1 ▶ Play a live item from this skill |
On the informational passages students infer positions the author never states (the operations director, the compost hauler, the glass-floats article) and judge where the evidence stops — what the glass floats 'can and cannot show', and what the four-day-week pilots cannot say. No grade 11–12 informational item asks the student to choose or cite the line that supports a claim (the grades 9–10 reading skill has such items); the 11–12 quotation-choice items are on the retirement speech and the clockmaker story, and even there the student picks rather than cites. |
| 11-12.RI.1.B | PARTIAL | oak-reading-2:L1 ▶ Play a live item from this skill |
Three items ask what a word or phrase means in an informational passage: 'performative presence' in the four-day-week report, 'legible' in an essay on maintenance, and 'the accidental instrument' in an article on glass fishing floats; context decides each, including figurative and critical senses. The High School Language & Revision skill adds connotation (which word carries a writer's attitude, such as 'intransigent' rather than 'resolute') and, from level 2, specialized senses read from context: 'shall' in a lease as a binding obligation rather than a prediction, and the hedging 'suggest' and 'may' in a medical study's summary. Context is the method throughout; no High School item uses word parts or a dictionary. |
| 11-12.RI.1.C | NOT COVERED | No served item contains or interprets a visual element (chart, image, media); all 32 Reading III-IV items, across seven passages, are prose only. |
Visual/media interpretation has zero serving items. |
| 11-12.RI.1.D | PARTIAL | oak-reading-2:L1 ▶ Play a live item from this skill |
Three items ask which two central ideas a text or pair of texts develops (the four-day week, a compost program, glass fishing floats), and the right answers state each idea as a general claim — about wasted work time and how far pilot evidence travels, about habits and what a program measures, about an accident turned instrument and the limits of a method. The student chooses the pair of ideas from three options and never explains them; how an idea develops through the text is shown only in the explanation, and no item asks for a summary. |
| 11-12.RI.2.A | PARTIAL | oak-reading-2:L1 ▶ Play a live item from this skill |
No structure item is written for the informational passages. Two items on the infrastructure essay come close — what a concede-then-rebut pair of sentences does, and how one sentence sets up the essay's central contrast — and the gratitude-list item on the satirical retirement speech is credited here too. No item asks about a structural choice's aesthetic effect. |
| 11-12.RI.2.B | FULL | oak-reading-2:L1 ▶ Play a live item from this skill |
Three passages ask for a position the author never states outright — the operations director on the four-day week, the compost hauler, and the glass-floats article's attitude to satellite drifters — and a fourth item asks what a concede-then-rebut pair of sentences does. The student must separate what is said from what is implied, in English and Spanish. All are three-option choices. |
| 11-12.RI.2.C | FULL | oak-reading-2:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Two passage items ask how a sentence's wording and construction serve an argument: '…do not compress; they staff,' said of a hospital ward, a checkout lane and a customer-service queue in the four-day-week letter, and 'No photograph has ever been taken of a water main being replaced on schedule' in an essay on maintenance. Wrong answers misread the tone (hesitation; satire), so meaning and tone are both judged. From level 2 the High School Language & Revision skill adds items on what a construction or word choice does in an informational source — the passive voice in a company's apology, hedging in a study's summary, nouns in place of actions in a memo, a euphemism in an airline's message — in English and Spanish. |
| 11-12.RI.2.D | FULL | oak-reading-2:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Four items evaluate an author's reasoning and evidence on four texts: why the operations director's selection argument is strong, why the compost hauler's objection needs no new data, how strong the single unsourced cost figure in the infrastructure essay is, and what naming its limits does for the glass-floats account. Effectiveness, logic, credibility and relevance of evidence are each something a question turns on, in English and Spanish. |
| 11-12.RI.3.A | NOT COVERED | Both paired-text passages are print texts (a pilot-program report with an operations director's letter, and a city sustainability report with a hauler's memo); no item presents a second artistic medium. |
No two-medium comparison — no visual, audio, film, or performance treatment of a subject is served; standard requires two different artistic mediums. |
| 11-12.RI.3.B | PARTIAL | oak-reading-2:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Two paired-text sets — two views of the four-day week and two views of a city compost program — each ask for the most complete account both texts support, and the right answers hold the complexity (real gains with a boundary; real results overstated). The student chooses that account from three options and never articulates it in their own words. |
| 11-12.RI.3.C | PARTIAL | oak-reading-2:L1-L3 'The speech assumes an employment world of corner-office promises, decades-long tenure... What perspective does the author write from?' ▶ Play a live item: level 1 · level 2 · level 3 |
One perspective item reads authorial worldview; historical/cultural framing is contemporary-workplace only, and it sits in the shared multi-standard bank (cap). |
| 11-12.RI.3.D | PARTIAL | oak-reading-2:L1-L3 ▶ Play a live item: level 1 · level 2 · level 3 |
Students read four informational passages on their own — two paired-text sets (the four-day week; a compost program), an essay on infrastructure maintenance, and an article on glass fishing floats — with eighteen comprehension items. Each passage runs about 180–240 words, and the same passages and items come up at every level, so there is no rising complexity or longer reading to show independent, proficient reading across the band. |
| 11-12.W.1.A | NOT COVERED | No wp-oak rubric line grades research, source gathering, searching, or citation. Reading items do ask students to judge the evidence inside a text (an unsourced cost figure; a pilot study whose volunteers select themselves), but no item has students research a question or weigh sources for a research task. |
'Conduct research' is a conduct wall: nothing served involves narrowing an inquiry, searching, gathering sources, or a citation system; judging one author's evidence while reading is not source research. |
| 11-12.W.2.A | PARTIAL | wp-oak-argument / wp-oak-analyze / wp-oak-inform / wp-oak-narrative | These are the same short written responses used for grades 9 and 10: thirteen prompts of four kinds (four arguments, three analyses of a persuasive text, three explanations of a process and three narratives), each 400 to 2,500 characters. Each kind is graded against its own named rubric for development and organization, the first three also for formal register. No prompt is written for grades 11 and 12, and the default English III–IV readiness round does not include them. A student reaches them by opening Writing Coach, which starts every grades 9–12 student on these prompts and keeps them there, or, for all but the narratives, by switching the readiness card to English I–II. When a first draft does not pass, the student may revise it once after coaching. There is no planning stage or multi-draft process, and the student is never asked to blend narrative, expository and argumentative techniques. What is practised is practised only through Writing Coach, so the row stays PARTIAL. (31 Oct 2026 note update: the three narrative prompts were added to Writing Coach; verdict unchanged.) |
| 11-12.W.3.A | PARTIAL | wp-oak (rubrics) + oak-language:L1 | The student revises their own writing once, in Writing Coach: when a first draft does not pass, coaching lines appear and the student may revise before the draft is scored. The coaching lines are general (capitals, detail, order, staying on topic), and there is no multi-draft cycle. Language & Revision adds multiple-choice revising and editing items: the most concise version, the transition that fits, the register that suits an audience, the word that serves the writer's aim, what a construction does in context, essential versus nonessential commas, and subject-verb agreement. These are choices among given sentences, not edits to the student's own writing. The row stays PARTIAL. |
| 11-12.SL.1.A | NOT COVERED | No served item or rubric involves peer discussion, goals/deadlines, or role assignment. |
Collaborative-discussion conduct standard; a single-learner item platform serves nothing toward it, including its knowledge core. |
| 11-12.SL.1.B | PARTIAL | oak-reading-2:L1-L3 'Which quotation BEST supports the claim that the speaker was demoted rather than developed?' (retirement speech) ▶ Play a live item: level 1 · level 2 · level 3 |
Items delineate a speaker's argument, stance and evidence from a speech text — the knowledge core — but the conversation clauses (posing/responding to questions, ensuring a hearing, propelling discussion) are conduct and unserved; capped. |
| 11-12.SL.1.C | PARTIAL | oak-reading-2:L1-L3 'Which TWO central ideas do the paired texts develop, taken together?' ▶ Play a live item: level 1 · level 2 · level 3 |
Synthesis-across-perspectives items exercise the knowledge core in reading form only; responding in discussion, qualifying one's own views, and diverse-media inputs are conduct clauses with no served counterpart — capped. |
| 11-12.SL.2.A | NOT COVERED | Language items ask which wording suits a spoken occasion (a wedding toast, testimony at a council hearing, a voicemail, the opening line of a science-fair presentation), but the student only picks among written options. No High School item has the student speak. The one speaking activity on a high-school student's home screen, Reading Buddy, has the student read an early-reader passage aloud on devices with built-in speech recognition and lights up the words it hears; it gives no feedback on articulation, volume, pitch or pace. |
Oral-delivery performance wall: the student never presents aloud, so audible, fluent delivery and varied volume, pitch and pace are never practised; choosing a register on screen is not presenting. |
| 11-12.SL.2.B | NOT COVERED | No served item addresses eye contact, gesture, or physical delivery. |
Pure performance standard; no served counterpart of any kind. |
| 11-12.SL.2.C | NOT COVERED | No served item or rubric has the student plan or deliver a presentation or use multimedia. A few language items touch presentation craft (choosing the opening line for science-fair judges, or the closing line of a speech) as multiple choice only. |
Plan-and-deliver-with-multimedia is a production and conduct wall; picking a presentation's first or last line on screen is not planning or delivering one, and multimedia never appears. |
The recurring walls, named once so no verdict has to hide them: proof-writing and formal derivations (we assess the computation and the justification-selection half); freehand construction and graph production (we assess reading and interpreting, not drawing); conducting real experiments, surveys, and simulations; units-of-measure modeling choices in multi-step real-world set-ups; speaking and listening as spoken practice (taking part in a discussion, presenting, listening to a speaker); multi-source research projects; and full-length process essays (our Writing Coach judges single-sitting responses of up to 2,500 characters — several paragraphs — against named rubrics, with one revision). Codes built on those verbs appear above as NOT COVERED or with the limitation named in their gap column.