Generated 2026-09-16 · 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 K–5 and 6–8 reports for Missouri are published separately at acornsmarts.com/standards/.
| Code | Verdict | Evidence (generator · live items) | Named gap |
|---|---|---|---|
| A1.NQ.A | PARTIAL | oak-exponentials:L2 "Write with a rational exponent: ∛(5^2)" and "2^(1/2) · 2^(1/2) = ?" — properties used and meaning extended ▶ Play a live item from this skill |
CONSISTENCY: Cluster head credited FULL from the same oak-exponentials:L2 bank as its children, and child A1.NQ.A.1 establishes the 'explain how the meaning extends' clause is never the judged demand (rationale-only). A cluster cannot be FULL while a component child is PARTIAL on the same bank — shared-bank cap plus internal contradiction. |
| A1.NQ.A.1 | PARTIAL | oak-exponentials:L2 "2^(1/2) · 2^(1/2) = ?" exercises the extension computationally; the explanation lives only in the why-string ▶ Play a live item from this skill |
'Explain how the meaning extends' is never the judged demand — items compute; the reasoning is rationale-only. |
| A1.NQ.A.2 | FULL | oak-exponentials:L2 "Write with a rational exponent: √(5)", "∛(7^2)" — direct radical↔rational-exponent rewriting, within the limit ▶ Play a live item from this skill |
|
| A1.NQ.B | NOT COVERED | No served algebra-1 item asks for unit identification, labeling, conversion, or scale/origin choice |
Entire cluster: no units-of-measure items exist in any served level. |
| A1.NQ.B.3 | NOT COVERED | No item converts units or rates or interprets scale/origin; plan-cost items use $ only as narrative dressing |
All four sub-clauses (label, convert, use, scale/origin) unserved. |
| 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 | No served item involves measurement, rounding, or accuracy/precision decisions of any kind |
Accuracy-appropriate-to-measurement is entirely absent. |
| A1.SSE.A | PARTIAL | oak-functions:L4 + oak-quadratics:L2/L4 "What does the 50 represent?" (interpret) and "Factor: x² + 9x + 18" / "Complete the square..." (use structure) ▶ Play a live item from this skill |
CONSISTENCY: Cluster FULL rides the identical oak-functions:L4 + oak-quadratics banks credited to children A.1/A.2/A.3, all of which land PARTIAL (factors-clause never judged; max/min value never asked). Shared-bank cap and contradiction with its own components. |
| A1.SSE.A.1 | PARTIAL | oak-functions:L4 "C(h) = 14h + 50... What does the 50 represent?" — only the constant term is ever the asked target ▶ Play a live item from this skill |
Coefficient/factor interpretation appears only as distractors and why-strings; 'factors' clause never the judged demand. |
| A1.SSE.A.2 | PARTIAL | oak-quadratics:L1/L2 "(x + 5)(x + 2) = ?" and "Factor: x² − 2x − 15" — equivalent polynomial forms produced both directions ▶ Play a live item from this skill |
CONSISTENCY: Cross-state twin of KS A.SSE.2 (same CCSS 'use structure to rewrite' content, same oak-quadratics bank). KS auditor found monic-trinomial factoring only — no difference of squares, no grouping — and a shared bank with A.SSE.3a. Wording does not genuinely differ; stricter reading wins. |
| A1.SSE.A.3 | PARTIAL | oak-quadratics:L3/L4 "What are the zeros of f(x) = x² − 11x + 28?" and "Complete the square: x² − 8x + 14 in vertex form" ▶ Play a live item from this skill |
Clause (b)'s max/min VALUE is never asked — items stop at vertex form; the vertex/minimum reading is rationale-only, and 'explain properties' is unjudged. |
| A1.CED.A | PARTIAL | oak-linear-equations:L2 + oak-exponentials:L5 Linear ("Which equation models the months m?") and exponential ("Which equation models it?") creation served; quadratic absent ▶ 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 |
Inequalities in one variable are never created or used; equation clause only, and by MC selection of a pre-built model. |
| A1.CED.A.2 | PARTIAL | oak-exponentials:L5 Table 0|2, 1|7, 2|12 → "Which equation models it?" (linear vs exponential); no quadratic, no graphing item ▶ Play a live item from this skill |
'Graph' clause has zero served items; quadratic two-variable creation absent; exponential creation rests on a 1-item level. |
| 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 (rule 7): constraints are bare inequalities, never represented FROM a scenario, and systems of inequalities are absent. | CONSISTENCY: Twin of KS A.CED.3 (NOT COVERED). Both auditors agree the only related item is a context-free 'Which point satisfies y > 3x + 4?' with no constraint represented FROM a scenario and no viability judgment. Under the audit's own rule 7 (modeling clause needs a contextual item), the bare point-check serves nothing of this standard. |
| A1.CED.A.4 | FULL | oak-linear-equations:L3 "Solve the formula A = ½bh for h." — also d=rt for t, P=2l+2w for w, y=mx+b for m ▶ 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 "When solving 4x + 4 = 20, which step produces an EQUIVALENT equation?" with equivalence-preserving why ▶ Play a live item from this skill |
Standard covers equations AND inequalities in one variable; no inequality-step item exists, and explanation is recognized, not produced. |
| 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 "A plan costs a $40 signup fee plus $8 per month... Which equation models the months m?"; exponentials L5 one table-model item ▶ Play a live item from this skill |
Linear representing/solving served; no item solves an exponential equation — exponentials skill drills exponent rules, model-type recognition, and recursive sequences only. |
| 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 "Relation: {(1, 4), (2, 7), (5, 9), (6, 7)}. Is it a function?" plus f(x)=2x+2, f(5)=? notation items ▶ Play a live item from this skill |
Graph-of-a-function-as-set-of-ordered-pairs clause (sub-part b) has no served item; all items are symbolic/set-based. |
| A1.IF.A.1 | PARTIAL | oak-functions:L2 "Relation: {(1, 4), (2, 7), (2, 9), (6, 2)}. Is it a function?" exercises exactly-one-output; f(x)=4x+1 notation used ▶ Play a live item from this skill |
Clause (b) — graph as the set of ordered pairs (x, f(x)) — is never exercised; no graph-based item exists. |
| 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 from this skill |
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. |
| A1.IF.B | PARTIAL | oak-functions:L3-L4; oak-exponentials:L3 "A repair's cost is C(h) = 14h + 50 ... What does the 50 represent?"; "A bacteria colony doubles every hour. Which model..." ▶ Play a live item from this skill |
Quadratic interpretation is limited to bare AROC computation on f(x)=ax²; no quadratic-in-context interpretation items. |
| A1.IF.B.3 | PARTIAL | oak-exponentials:L3/L5 "The table shows y for each x. Which equation models it?" (x|y table 0|2,1|7...); verbal pool/bacteria model items ▶ Play a live item from this skill |
No graph-based items; key characteristics (intercepts, max/min, increasing/decreasing) never read from a table or graph — items only classify model type. |
| A1.IF.B.4 | NOT COVERED | No served item in any algebra-1 skill/level mentions domain or range or relates either to a graph. |
Entire standard unserved: domain/range appears nowhere in served prompts, choices, or answers. |
| A1.IF.B.5 | PARTIAL | oak-functions:L3 "For f(x) = 1x², what is the average rate of change from x = 1 to x = 3?" — computation only, 3 items ▶ Play a live item from this skill |
"Interpret the meaning" clause appears only in why-strings ("how fast"), which is rationale-only; no interpretation item, and bank is thin (3 items). |
| 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. |
| A1.IF.C | PARTIAL | oak-quadratics:L2-L5; oak-exponentials:L1-L2 "Complete the square: x² − 8x + 14 in vertex form."; "What are the zeros of f(x) = x² − 11x + 28?" ▶ Play a live item from this skill |
Analysis is algebraic only; no graphing, no comparison across representations, exponential analysis limited to exponent rules. |
| A1.IF.C.7 | PARTIAL | oak-quadratics:L3-L4 "What are the zeros of f(x) = x² − 5x + 6?"; vertex via "Complete the square: x² − 10x + 22 in vertex form." ▶ Play a live item from this skill |
"Graph functions" is a production wall — no item produces or reads a graph; key features (zeros, vertex) are found algebraically only, and interpret-on-graph is absent. |
| A1.IF.C.8 | PARTIAL | oak-quadratics:L2/L4 "Factor: x² + 9x + 18." and "Complete the square: x² − 8x + 10 in vertex form." translate forms revealing zeros/vertex ▶ Play a live item from this skill |
"Interpret these in terms of a context" clause has no contextual item — every form-translation item is bare symbolic manipulation (rule 7). |
| A1.IF.C.9 | NOT COVERED | No served item presents two functions in different representations for comparison; the lone table item matches one dataset to one equation. |
Comparing properties of two functions across representations (graph vs table vs equation) is entirely unserved. |
| A1.BF.A | PARTIAL | oak-functions:L5 "How does the graph of f(x) change when it becomes f(x − 4)?" → "it shifts right by 4 units" ▶ Play a live item from this skill |
Only one served item; covers a horizontal translation only — scale changes appear solely as a distractor choice. |
| A1.BF.A.1 | PARTIAL | oak-functions:L5 "How does the graph of f(x) change when it becomes f(x − 4)?" — recognition of a single translation ▶ Play a live item from this skill |
Scale-change clause unserved (no k·f(x) or f(kx) item); vertical translations also absent; single-item bank cannot exercise "analyze the effect" broadly. |
| A1.LQE.A | PARTIAL | oak-exponentials:L3-L5; oak-linear-equations:L2 "A bacteria colony doubles every hour. Which model does the population follow?"; "Which equation models the months m?" ▶ Play a live item from this skill |
Construct is recognition-only (choose an equation, never write one); quadratic models absent from construct/compare items; exponential construction limited to model-type classification. |
| A1.LQE.A.1 | PARTIAL | oak-exponentials:L3 "A pool fills at 7 liters per minute. Which model does the volume follow?" — linear vs exponential by amount/factor ▶ Play a live item from this skill |
Clause (b) decay and constant-percent-rate framing absent; growth situations are only doubling/tripling, no percent or decay contexts. |
| 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 "The table shows y for each x. Which equation models it?" (choices y=2·5^x vs y=5x+2); linear-equations L2 verbal setups ▶ Play a live item from this skill |
Construct is a production verb — items only select equations; no quadratic construction and no construction from graphs. |
| 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 | NOT COVERED | Keyword sweep of all five algebra-1 skills found zero statistics items (no displays, center, spread, tables, scatter). |
No data summarization, representation, or interpretation items exist in the served algebra-1 bank. |
| 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 served item mentions mean, median, spread, IQR, or standard deviation; sweep across all algebra-1 levels came back empty. |
No center/spread statistics or data-set comparison items. |
| A1.DS.A.3 | NOT COVERED | No served item involves shape, center, spread, or outliers of a distribution. |
No items interpreting distribution differences or outlier effects in context. |
| A1.DS.A.4 | NOT COVERED | No two-way frequency table or relative-frequency item exists; the only served table (exponentials L5) is an x/y function table. |
Two-way frequency tables, relative frequencies, associations, and scatter-plot construction all absent. |
| 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 "A repair's cost is C(h) = 14h + 50 ... What does the 50 represent?" — constant term interpreted in context ▶ Play a live item from this skill |
Only the constant term is interpreted; no slope-interpretation items, and the model is a given formula, not one fitted to data. |
| 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) | Named gap |
|---|---|---|---|
| G.CO.A | PARTIAL | oak-transformations-hs:L1 'Reflect (6, 5) across the x-axis.' / 'Translate (1, 4) by the vector ⟨4, −2⟩.' ▶ Play a live item from this skill |
'Experiment' conduct verb is a wall; served items are single-point answer computation, no exploratory/figure-level transformation work. |
| G.CO.A.1 | NOT COVERED | No definitional items; 'perpendicular'/'parallel' appear only as slope items in oak-coordinate-geo; 'undefined notions' 0 hits. |
No items defining angle, circle, perpendicular/parallel lines, segment, or ray from undefined notions. |
| G.CO.A.2 | FULL | oak-transformations-hs:L3 'The transformation (x, y) → (x + 4, y − 2) is a function on the plane. What does it do to every point?' ▶ Play a live item from this skill |
|
| G.CO.A.3 | FULL | oak-transformations-hs:L2 'How many lines of symmetry does a square have?' + 'smallest angle of rotational symmetry of an equilateral triangle?' ▶ Play a live item from this skill |
|
| G.CO.A.4 | NOT COVERED | No item states or tests defining rotations/reflections/translations via angles, circles, perpendicular/parallel lines; only image computation is served. |
'Develop definitions' knowledge core (defining properties in terms of circles/perpendiculars/segments) never appears in any prompt, choice, or rationale. |
| G.CO.A.5 | PARTIAL | oak-transformations-hs:L3 'Which sequence carries (5, 1) to (-5, 1) and then to (-5, -1)?' ▶ Play a live item from this skill |
All items transform single points, never figures; no item determines a sequence between two congruent FIGURES. |
| 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 item frames congruence as existence of a rigid motion; 'rigid' appears nowhere; sequence items never invoke congruence. |
The rigid-motion definition of congruence is absent from all served items. |
| 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 | 'Proof' appears 0 times across all served items; no theorem-proving or proof-step items exist in any geometry skill. |
No proof items of any kind; the proving cluster is entirely unserved. |
| G.CO.C.8 | NOT COVERED | 'Vertical angle' 0 hits; no line/angle theorem items (transversal, vertical angles, angle addition) exist in served banks. |
Neither proofs nor the knowledge core of line/angle theorems appears in any item. |
| G.CO.C.9 | NOT COVERED | 'One triangle has angles of 50° and 40°; so does another. What follows, and why?' |
'Prove' is a wall; only angle-based deduction recognition is served, from a bank shared with similarity standards (Rule 3 cap); no isosceles/midsegment/angle-sum theorem items. | CONSISTENCY: Twin of KS G.CO.8 (NOT COVERED) for triangle theorems. The credited 50°/40° item's judged demand is AA similarity (already credited to G.SRT codes); the angle-sum reasoning lives only in the why-string, and the audit's convention is that rationale-only content earns no credit. No angle-sum/isosceles/midsegment item exists. |
| G.CO.C.10 | NOT COVERED | 'Polygon' and 'interior angle' each 0 hits across all served items. |
No polygon theorem content (interior/exterior angle sums, parallelogram properties) and no proof items. |
| G.CO.D | NOT COVERED | Every 'construct' hit is ELA rhetoric (oak-reading-1/2 sentence-construction items); no compass/straightedge construction items exist. |
Construction (with tools) is a production wall and no items exercise even its knowledge core (construction steps or properties). |
| G.CO.D.11 | NOT COVERED | No construction items exist; oak-transformations-hs serves coordinate mapping only ("Reflect (6, 5) across the x-axis.") |
Construction with tools/methods is a production wall; no served item even references compass/straightedge or construction steps. |
| G.SRT.A | PARTIAL | oak-similarity-trig:L1,L2 "Two triangles are similar with ratio 3... How long is the larger triangle's longest given side?" ▶ Play a live item from this skill |
Similarity is exercised via ratios and AA, but never in terms of similarity TRANSFORMATIONS — no dilation items anywhere; shared bank with child standards also caps at PARTIAL. |
| 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 from this skill |
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 "Right triangle: side opposite A = 6, adjacent side = 8, hypotenuse = 10. What is sin(A)?" ▶ Play a live item from this skill |
Both clauses (define ratios, solve problems) draw on the same bank credited to G.SRT.C.5/C.7 — shared-bank cap; solving is single-step, no full right-triangle solutions. |
| 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 |
|
| G.SRT.C.6 | PARTIAL | oak-similarity-trig:L4 "sin(30°) = cos(?°)" → 60 — the relationship is used across 11 distinct items ▶ Play a live item from this skill |
"Explain" clause is not exercised; items are fill-in use only, the why lives in rationale strings which earn no credit. |
| G.SRT.C.7 | PARTIAL | oak-similarity-trig:L5 "In a right triangle, sin(A) = 3/5 and the hypotenuse is 5. How long is the side opposite A?" ▶ Play a live item from this skill |
Only one-step sine-times-hypotenuse retrieval; no item combines trig with the Pythagorean Theorem to fully solve a right triangle, and no inverse-trig angle finding. |
| G.SRT.C.8 | NOT COVERED | No area-formula derivation and zero circle items (inscribed angles, radii, chords) in any served bank |
Derive/prove/construct clauses are walls, and even the knowledge core (circle theorems, inscribed/circumscribed circles) has no served items at all. |
| 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 arc-length, sector-area, or circle-equation item exists in oak-coordinate-geo or any other bank |
All three derive clauses are production walls and their knowledge cores (arc, sector, circle equation) are entirely unserved. |
| 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 from this skill |
'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 from this skill |
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 "A line has slope 4. What is the slope of a line PERPENDICULAR to it?" — uses the criteria ▶ Play a live item from this skill |
'Use to solve problems' clause is served (thinly — recall of slope rules, not multi-step problems); 'prove the slope criteria' clause has zero items. |
| G.GPE.B.5 | FULL | oak-coordinate-geo:L4 "Which point partitions the directed segment from (2, 2) to (11, 5) in a 1:2 ratio?" ▶ Play a live item from this skill |
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| G.GPE.B.6 | PARTIAL | oak-coordinate-geo:L2/L3 Perimeter items are all axis-aligned right triangles; area items all triangles with a base on the x-axis ▶ Play a live item from this skill |
No rectangle areas and no polygons other than right triangles; distance formula never forced (all legs axis-aligned), so the coordinate demand is under-exercised. |
| G.GMD.A | PARTIAL | oak-solids-modeling:L1-L3 "Volume of a cylinder: radius 3, height 5 (in terms of π)." — formulas used, never explained ▶ Play a live item from this skill |
'Explain volume formulas' clause (informal argument) has no items; only the use-to-solve clause is served. |
| G.GMD.A.1 | NOT COVERED | No served item asks for or tests an informal argument for circumference, area, or volume formulas — all items are direct formula application |
Informal-argument content is entirely absent from prompts, choices, and stems; nothing exercises why the formulas hold (e.g. the 1/3 factor, dissection/Cavalieri reasoning). |
| 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 from this skill |
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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 "A plane slices a sphere. What shape is every possible cross-section?" ▶ Play a live item from this skill |
Only two cross-section items (sphere, cone parallel slice) drawn from a bank shared with the cluster and B.4; no prisms, pyramids, cylinders, or oblique slices. |
| G.GMD.B.4 | PARTIAL | oak-solids-modeling:L2 "A rectangle rotates a full turn about one of its sides. Which solid does it generate?" ▶ Play a live item from this skill |
A single rotation item, from the shared visualization bank; no triangle-to-cone, semicircle-to-sphere, or other 2D-to-3D generation cases. |
| G.MG.A | PARTIAL | oak-solids-modeling:L3 "A silo is a cylinder of radius 6 and height 5 topped by a cone..." — genuine contextual modeling ▶ Play a live item from this skill |
Modeling items exist (silo, population density) but the same small L3 bank is credited to MG.A.1, A.2 and A.3 — shared-bank cap; only two modeling contexts total. |
| G.MG.A.1 | PARTIAL | oak-solids-modeling:L3 Silo items model a real object as cylinder + cone, using shape measures ▶ Play a live item from this skill |
Only one describe-an-object context (silo); no items describing varied real objects via shape properties, and the bank is shared across the MG standards. |
| G.MG.A.2 | PARTIAL | oak-solids-modeling:L3 "A town has 400 residents on 30 km². What is its population density?" ▶ Play a live item from this skill |
Area-based density is served; density based on VOLUME (e.g. BTUs, mass per volume) has no items — that clause of the code is unexercised. |
| 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. | CONSISTENCY: Twin of KS G.MG.3 (NOT COVERED) — same 'apply geometric methods to solve design problems' demand. MO's own gap admits zero design-under-constraints items exist; direct compute-the-answer silo items serve the volume standards, not design. Stricter reading wins. |
| G.CP.A | PARTIAL | oak-probability-hs:L1/L3 "P(A)=1/3, P(B)=1/4, P(A and B)=1/12. Are A and B independent?" + L3 conditional-given-soccer items ▶ Play a live item from this skill |
CONSISTENCY: Cluster FULL is credited from the same oak-probability-hs:L1/L3 banks as its children, of which A.1 fails entirely (set-description never served) and A.4-A.7 are PARTIAL. Shared-bank cap plus contradiction with component verdicts. |
| G.CP.A.1 | NOT COVERED | Unions/intersections appear only as P(A or B)/P(A and B) computation; no item describes events as sets |
No describing events as subsets of a sample space; complements never served; set language rationale-free | CONSISTENCY: Twin of KS S.CP.1 (NOT COVERED). MO's own gap concedes no item describes events as subsets, complements are never served, and set language is rationale-free — probabilities arrive pre-formed. The PARTIAL verdict contradicts its own stated gap; stricter reading wins. |
| G.CP.A.2 | FULL | oak-probability-hs:L1 "P(A)=1/4, P(B)=1/5, P(A and B)=2/20. Are A and B independent?" — definition tested and used to solve ▶ Play a live item from this skill |
|
| 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 |
|
| 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 Explanations live in answers ("the definition of independence"); L1 independence items are context-free ▶ Play a live item from this skill |
No served item asks the student to explain independence/conditional probability in a real context |
| G.CP.A.6 | PARTIAL | oak-probability-hs:L2 "P(A)=3/10, P(B)=2/10, P(A and B)=1/10. What is P(A or B)?" — bare Addition Rule computation ▶ Play a live item from this skill |
Interpret clause unserved: no contextual or interpretation item, only symbolic plug-and-compute |
| G.CP.A.7 | PARTIAL | oak-probability-hs:L1 "You flip a fair coin and roll a 6-sided die. What is P(heads AND rolling a 6)?" — independent case only ▶ Play a live item from this skill |
General Multiplication Rule P(A and B)=P(A)P(B|A) for dependent events never served; no interpretation |
| G.CP.A.8 | PARTIAL | oak-probability-hs:L4 "How many ways can 1st, 2nd, and 3rd place fall among 6 runners?" and "2 students chosen from 5" — P and C ▶ Play a live item from this skill |
CONSISTENCY: Twin of KS S.CP.9 (PARTIAL) on the same oak-probability-hs:L4 two-item bank. The standard requires using permutations/combinations to compute probabilities of compound events; KS verified the items stop at the count (answer 120, never a probability). Same items cannot be FULL in MO. |
| Code | Verdict | Evidence (generator · live items) | Named gap |
|---|---|---|---|
| A2.NQ.A | PARTIAL | oak-radicals-complex:L1/L2/L3 Rational-exponent evaluation ("16^(3/4) = ?") and radical arithmetic served across L1-L3 ▶ Play a live item from this skill |
Cluster inherits child gaps: no explicit radical/exponential form conversion, no subtract/divide radicals |
| 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 |
|
| A2.NQ.A.2 | PARTIAL | oak-radicals-complex:L1 Evaluating "16^(3/4)" uses the radical-exponential equivalence implicitly; no conversion item exists ▶ Play a live item from this skill |
No item creates or recognizes equivalent radical vs exponential forms (e.g. rewrite x^(2/3) as a radical) |
| 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 "Solving √(x) = −4 by squaring gives x = 16. What does the check reveal?" — extraneous explicitly tested ▶ Play a live item from this skill |
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| A2.NQ.B | PARTIAL | oak-radicals-complex:L4 "(2 + 3i)(4 + 3i) = ?" plus complex addition/subtraction — complex numbers used operationally ▶ Play a live item from this skill |
CONSISTENCY: Cluster FULL contradicts its own children on the same oak-radicals-complex:L4 bank: B.5 PARTIAL, B.6 PARTIAL (no division/conjugates), B.7 NOT COVERED (FTA absent). Shared-bank cap and sanity. |
| 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 from this skill |
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 |
|
| A2.SSE.A.3 | PARTIAL | oak-logarithms:L3 "Which expression equals log(a·b)?" / "log(xⁿ)" recognition items only ▶ Play a live item from this skill |
Only product and power rules, recognition-format; no quotient rule, no equation solved USING log properties |
| A2.SSE.A.4 | PARTIAL | oak-logarithms:L4 "magnitude-7 quake has ground waves how many times larger than a magnitude-5 quake?" ▶ Play a live item from this skill |
Single log-scale template (earthquake ratio); 'understand why logarithmic scales are used' never exercised; rest of L4 recycles L3 property items |
| A2.REI.A | PARTIAL | oak-poly-rational:L1/L4 "|x − 3| = 2" and "(x² − 16)/(x − 4) = 8. What about x = 4?" ▶ Play a live item from this skill |
Cluster credited from same banks as its children (shared-bank cap); no inequalities served anywhere in the algebra-2 roster |
| A2.REI.A.1 | PARTIAL | oak-poly-rational:L1 "|x − 5| = 5" — absolute value equations solved from given equations ▶ Play a live item from this skill |
'Create' (production) never exercised — all equations pre-supplied; no inequalities, absolute-value or otherwise |
| A2.REI.A.2 | FULL | oak-poly-rational:L4 "Solve: (x² − 16)/(x − 4) = 8. What about x = 4?" — polynomial num/denom, extraneous value confronted ▶ Play a live item from this skill |
|
| A2.REI.B | NOT COVERED | No systems skill in the algebra-2 roster; oak-systems serves algebra-1 and is linear-only ("2x + y = 10 and 2x − y = 6") |
General systems — especially non-linear and inequality systems — absent from served algebra-2 content |
| A2.REI.B.3 | NOT COVERED | No served item pairs a non-linear equation with another in a system; nearest items are algebra-1 linear 2×2 elimination |
'Create and solve systems that may include non-linear equations and inequalities' entirely unserved in algebra-2 |
| A2.APR.A | PARTIAL | oak-poly-rational:L2 "By the Remainder Theorem, what is the remainder of p(x) ÷ (x − 3)?" — division-adjacent evaluation only ▶ Play a live item from this skill |
No item performs polynomial add/subtract/multiply/divide or simplifies/operates on rational expressions; remainder found by evaluation, not operation |
| 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 "f(x) = 3x, g(x) = x + 3. f(g(3)) = ?" — functions are used (evaluated/composed) ▶ Play a live item from this skill |
Interpretation of functions in context or across representations is not exercised by served algebra-2 items. |
| A2.IF.A.1 | PARTIAL | oak-poly-rational:L3 Zeros items ("What are the zeros of p(x) = ...") exercise one algebraic key characteristic only. ▶ Play a live item from this skill |
No graphical or tabular representations; no interpretation of intercepts/extrema/end behavior to solve problems. |
| A2.IF.A.2 | NOT COVERED | No algebra-2 served item translates a function between equivalent forms; radicals L1 rewrites bare expressions, not functions. |
Translating functions between equivalent forms (e.g. standard/vertex/factored) absent from the algebra-2 bank. |
| A2.BF.A | PARTIAL | oak-adv-functions:L1-L3 "f(x) = 3x + 6. What is the inverse function f⁻¹(x)?" plus composition and translation items ▶ Play a live item from this skill |
CONSISTENCY: Cluster FULL rides the same oak-adv-functions:L1-L3 banks as children A.1/A.2/A.3, all PARTIAL (no f+g/f-g arithmetic, linear-only inverses with no verification, translations-only transformations). Shared-bank cap and contradiction. |
| 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 "f(x) = 3x + 6. What is the inverse function f⁻¹(x)?" ▶ Play a live item from this skill |
Inverses of simple linear functions only; no item composes f⁻¹ with f to show the functions are inverses (verification clause unserved). |
| A2.BF.A.3 | PARTIAL | oak-adv-functions:L3 "g(x) = f(x + 4). How is g's graph obtained from f's?" ▶ Play a live item from this skill |
Only vertical/horizontal translations of a generic f; no reflections or dilations, and no coverage across linear/quadratic/cubic/root/abs/exponential/logarithmic families. |
| A2.FM.A | PARTIAL | oak-logarithms:L4 "A magnitude-7 quake has ground waves how many times larger than a magnitude-5 quake?" — one genuine context ▶ Play a live item from this skill |
A single logarithmic context plus normal-distribution word problems; no items where the student builds a function to model a situation. |
| A2.FM.A.1 | NOT COVERED | No algebra-2 served item poses a quadratic or exponential modeling application; contextual items are logarithmic/statistical only. |
Creating quadratic and exponential functions from real-world situations and solving with them is absent (algebra-1 exponentials L3 model-ID items belong to a different course and only recognize a model). |
| A2.DS.A | 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 |
Empirical-rule computation only; no inference from samples and no justification of conclusions. |
| 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 presents a data set and asks whether a model is consistent with it; stats items are only empirical-rule percentages. |
Items giving a data set plus a candidate model and asking consistency judgment. |
| 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 involves estimating population characteristics from a sample or margin of error. |
Sample-to-population inference and margin-of-error items. |
| 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. | CONSISTENCY: Twin of KS S.MD.7 (NOT COVERED) — identical standard text ('analyze decisions and strategies using probability concepts') and identical chess/soccer conditional items. MO's own gap concedes no item has a decision or strategy frame, which is the standard's entire demand; stricter reading wins. |
| A2.DS.A.7 | NOT COVERED | No served item presents a data-based report to evaluate. |
Report-critique items (sampling flaws, misleading claims, study design). |
| 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 | FULL | oak-adv-functions:L4 'Normal distribution: mean 80, deviation 8. About what percentage lies ABOVE 88?' — sd-multiple predictions above/below and between values. ▶ Play a live item from this skill |
|
| 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) | Named gap |
|---|---|---|---|
| 9-10.RL.1.A | PARTIAL | oak-reading-1:L1-L3 'Which quotation BEST supports the inference that scarcity alone will not stop illegal mining?' ▶ Play a live item from this skill |
Evidence-citation demand is exercised, but the identical 15-item bank is served at L1/L2/L3 and credited across multiple distinct RL standards — shared-bank cap. |
| 9-10.RL.1.B | PARTIAL | oak-reading-1:L1-L3 'A demolition in waiting' — what does this phrase convey about desert-sand concrete beyond its literal meaning? ▶ Play a live item from this skill |
Figurative/connotative meaning in context exercised, but no affix/reference-materials clause, and same shared bank credited to distinct standards — cap PARTIAL. |
| 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 from this skill |
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 | PARTIAL | oak-reading-1:L1-L3 'The narrator starts the night before an audit, jumps back eleven years... What does this time structure accomplish?' ▶ Play a live item from this skill |
Structure/time-manipulation analysis exercised by one item family; shared bank credited across distinct standards caps at PARTIAL. |
| 9-10.RL.2.B | NOT COVERED | No item addresses point of view; 'How does the narrator change...' probes character development, not how POV shapes characters, setting, or plot. |
Items analyzing how point of view is reflected in characters, setting and plot. |
| 9-10.RL.2.C | PARTIAL | oak-reading-1:L1-L3 'Not money. Witnesses.' What does this syntax — two fragments — do that a full sentence would not? ▶ Play a live item from this skill |
Single-sentence syntax items in a shared bank credited to many codes (rule 3 cap); 'cumulative impact' across a literary text is touched by one three-verb item, not sustained analysis of accumulating word choices on tone. |
| 9-10.RL.2.D | PARTIAL | oak-reading-1:L1-L3 How does the narrator change over the course of the passage? ▶ Play a live item from this skill |
One character-change item; the clauses 'to advance the plot and develop the theme' are not explicitly exercised, and the shared bank caps at PARTIAL. |
| 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 The two-column ledger echoes the old idea of weighing a soul's deeds in a balance. How does the author TRANSFORM that source idea? ▶ Play a live item from this skill |
One transformation item on one source idea; allusion breadth ('how and why an author alludes') rests on a single scenario, and the shared bank caps at PARTIAL. |
| 9-10.RL.3.C | PARTIAL | oak-reading-1:L1-L3 The passage's world — a family bakery, day-old bread given away... — reflects what kind of economic context? ▶ Play a live item from this skill |
Only one literary passage's cultural/economic context is examined; 'multiple texts' reflecting historical/cultural contexts is not exercised across literary texts (the second context item is informational). |
| 9-10.RL.3.D | PARTIAL | oak-reading-1:L1-L3 Comprehension items on a literary bakery/ledger narrative exist (theme, character, inference), but no dramas or poems are served. ▶ Play a live item from this skill |
Range clause 'including stories, dramas and poems' unmet — served literary items are prose narrative only; independent/proficient reading is only proxied by MCQ. |
| 9-10.RI.1.A | PARTIAL | oak-reading-1:L1-L3 Which quotation BEST supports the inference that scarcity alone will not stop illegal mining? ▶ Play a live item from this skill |
Evidence-selection items exercise citing and inference, but 'thorough' multi-piece evidence marshaling is not demanded, and the shared bank credited to many codes caps at PARTIAL. |
| 9-10.RI.1.B | PARTIAL | oak-reading-1:L1-L3 'A demolition in waiting' — what does this phrase convey about desert-sand concrete beyond its literal meaning? ▶ Play a live item from this skill |
Figurative/connotative meaning in context is exercised; affixes and reference-material strategies are absent, and the shared bank caps at PARTIAL. |
| 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 Which TWO central ideas does the article develop together? ▶ Play a live item from this skill |
Two-central-ideas identification exists, but analyzing their development throughout the text, explaining their significance, and producing an objective concise summary are not exercised. |
| 9-10.RI.2.A | PARTIAL | oak-reading-1:L1-L3 The article withholds its regulation argument until after the physical facts. Why does this sequencing strengthen it? ▶ Play a live item from this skill |
One sequencing-impact item on one article; structure analysis breadth is thin and the shared multi-code bank caps at PARTIAL. |
| 9-10.RI.2.B | PARTIAL | oak-reading-1:L1-L3 'They are half right, and the half matters.' What rhetorical work does this sentence do? ▶ Play a live item from this skill |
Sentence-level rhetoric item exercises the core, but sustained analysis of rhetoric advancing point of view/purpose across a text is not demanded; shared bank cap. |
| 9-10.RI.2.C | PARTIAL | oak-reading-1:L1-L3 'Mined, barged, and poured into foundations elsewhere.' What is the cumulative effect of this three-verb sequence? ▶ Play a live item from this skill |
One cumulative word-choice item in an informational text; syntax-on-tone breadth thin, and the same bank is credited to the identically worded RL.2.C — rule 3 cap. |
| 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 from this skill |
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 | oak-reading-1 items are all single-text (ledger narrative or sand article); no item compares two texts' treatment of an idea |
No paired-text items in english-1-2; cross-text evaluation exists only in oak-reading-2 (english-3-4) |
| 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 from this skill |
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 'Evaluate the author's evidence for the claim that the shortage is already severe. Is it relevant and sufficient?' ▶ Play a live item from this skill |
Informational comprehension is exercised, but the shared reading-1 bank is credited to many distinct standards (cap); guided MCQ does not evidence independent/proficient range reading |
| 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-argument: 'a precise claim, two developed reasons...a conclusion that follows'; register rubric line |
Judged single-draft essays; 'follow a writing process' clause (multi-draft) capped per rubric rule; narrative technique blending unserved |
| 9-10.W.3.A | PARTIAL | wp-oak-argument / wp-oak-analyze Rubric grades organization/content and register outcomes ('Formal register maintained'); no revise/edit cycle |
'Review, revise and edit' is a process clause the one-shot judged essay never exercises; rubric grades product qualities only |
| 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 speaking/presenting capability exists; no item touches volume, articulation, pacing |
Perform wall: oral delivery cannot be exercised or assessed |
| 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) | Named gap |
|---|---|---|---|
| 11-12.RL.1.A | PARTIAL | oak-reading-2:L1-L3 'Which quotation BEST supports the claim that the speaker was demoted rather than developed?'; 'never states his overall position...read between the lines' ▶ Play a live item from this skill |
Evidence-citation and uncertainty-inference are exercised, but only on a speech and op-ed pair — no literary text (fiction/poetry/drama) serves this RL code |
| 11-12.RL.1.B | PARTIAL | oak-reading-2:L1-L3 'Text A calls the fifth day "a container for...performative presence." What does "performative presence" mean in this context?' ▶ Play a live item from this skill |
Figurative/connotative meaning-in-context exercised on nonfiction only, not literary text; affixes/reference-materials clause never served |
| 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 "Which TWO central ideas do the paired texts develop, taken together?" ▶ Play a live item from this skill |
No literary text (speech+editorial only); 'two themes' tested as central ideas of nonfiction; no objective-summary item; shared 12-item bank credited across many codes. |
| 11-12.RL.2.A | PARTIAL | oak-reading-2:L1 "The speech is structured as a gratitude list. Why is this structure the right delivery system for its actual content?" ▶ Play a live item from this skill |
Structure-to-meaning demand is exercised, but on a nonfiction speech, not literature; aesthetic-impact clause thin; shared bank across distinct standards. |
| 11-12.RL.2.B | PARTIAL | oak-reading-2:L1 "The speaker says he is 'grateful' throughout. What is really being communicated?" ▶ Play a live item from this skill |
Stated-vs-implied is directly exercised but on a speech rather than a literary text; same shared bank serves the parallel RI code. |
| 11-12.RL.2.C | PARTIAL | oak-reading-2:L1 "'They do not compress; they staff.' Evaluate how this sentence's construction serves Text B's argument." ▶ Play a live item from this skill |
Word-choice and syntax items exist ('performative presence', extended metaphor) but on nonfiction; tone/aesthetic-impact of literature untested; shared bank. |
| 11-12.RL.2.D | PARTIAL | oak-reading-2:L1 "'I would not trade my thirty years here. No one has offered to.' Evaluate what the final short sentence does to the one before it." ▶ Play a live item from this skill |
Element-relation is exercised only at sentence/structure level of a speech; no development-of-literary-elements (character, setting, plot) items; shared bank. |
| 11-12.RL.3.A | NOT COVERED | No served item presents a subject in two artistic mediums; bank is two written texts on one topic. |
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 "Synthesizing both texts: what is the most complete account of the four-day week's prospects?" ▶ Play a live item from this skill |
Synthesis across two texts is exercised, but on an informational topic, not literary themes; single paired set only; shared bank. |
| 11-12.RL.3.C | PARTIAL | oak-reading-2:L1 "The speech assumes an employment world of corner-office promises, decades-long tenure... What perspective does the author write FROM?" ▶ Play a live item from this skill |
One perspective item on a nonfiction speech; no literary work evaluated against its historical/cultural context; shared bank. |
| 11-12.RL.3.D | NOT COVERED | oak-reading-2 serves no story, drama, or poem at any level; both texts are workplace nonfiction. |
Independent, proficient reading of literature (stories, dramas, poems) has zero serving items. |
| 11-12.RI.1.A | PARTIAL | oak-reading-2:L1 "Which quotation BEST supports the claim that the speaker was demoted rather than developed?" ▶ Play a live item from this skill |
Evidence-citation and inference exercised; 'where the text leaves matters uncertain' clause not directly tested; same bank credited to RL codes. |
| 11-12.RI.1.B | PARTIAL | oak-reading-2:L1 "Text A calls the fifth day 'a container for meetings, fatigue and performative presence.' What does 'performative presence' mean in this context?" ▶ Play a live item from this skill |
Context and figurative meaning (extended metaphor) exercised; affixes/reference-materials strategies absent; two vocabulary items in a shared bank. |
| 11-12.RI.1.C | NOT COVERED | No served item contains or interprets a visual element (chart, image, media); all 12 items are prose-only. |
Visual/media interpretation has zero serving items. |
| 11-12.RI.1.D | PARTIAL | oak-reading-2:L1 "Which TWO central ideas do the paired texts develop, taken together?" ▶ Play a live item from this skill |
Two central ideas and their relation to work/human nature exercised; no development-through-the-text tracing item and no objective-summary item; shared bank. |
| 11-12.RI.2.A | PARTIAL | oak-reading-2:L1 "The speech is structured as a gratitude list. Why is this structure the right delivery system for its actual content?" ▶ Play a live item from this skill |
Structure-to-meaning fits the informational texts well, but the identical items are credited to RL.2.A — shared bank caps at PARTIAL; aesthetic-impact clause thin. |
| 11-12.RI.2.B | PARTIAL | oak-reading-2:L1 "Text B's author never states his overall position on the four-day week. What is it, read between the lines?" ▶ Play a live item from this skill |
Direct hit on non-obvious POV in informational text, but the same items also serve RL.2.B — shared-bank cap; only one text set exercises it. |
| 11-12.RI.2.C | PARTIAL | oak-reading-2:L1-L3 'They do not compress; they staff.' Evaluate how this sentence's construction serves Text B's argument. ▶ Play a live item from this skill |
Strong syntax/word-choice items, but a single 12-item paired-text bank is reused verbatim across L1-L3 and credited to multiple distinct RI standards — shared-bank cap; no range of texts for tone evaluation. |
| 11-12.RI.2.D | PARTIAL | oak-reading-2:L1-L3 'Evaluate Text B's reasoning. What makes its selection-bias argument strong?' ▶ Play a live item from this skill |
Argument/evidence-validity items exist, but same shared bank serves several standards (cap); credibility and relevance-of-evidence clauses touched only via one selection-bias item on one text pair. |
| 11-12.RI.3.A | NOT COVERED | All served pairs are print texts (a speech transcript and an article); 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 'Synthesizing both texts: what is the most complete account of the four-day week's prospects?' ▶ Play a live item from this skill |
Genuine two-text synthesis items exist, but only one text pair and a shared bank credited to multiple standards — shared-bank cap; 'two or more texts' variety not demonstrated beyond a single pairing. |
| 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 from this skill |
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 Twelve informational-text comprehension items served independently (e.g. 'performative presence' in context; central-ideas item). ▶ Play a live item from this skill |
Comprehension is exercised, but on one paired-text set repeated identically at every level — no range or increasing complexity to evidence 'independently and proficiently' across the band. |
| 11-12.W.1.A | NOT COVERED | No wp-oak rubric line grades research, source gathering, advanced searches, or citation; no served item involves sources. |
'Conduct research' is a conduct wall and nothing served even approaches its knowledge core — no source-evaluation, inquiry-narrowing, or citation-system content anywhere. |
| 11-12.W.2.A | PARTIAL | wp-oak-argument / wp-oak-analyze / wp-oak-inform wp-oak-argument rubric: 'A precise, arguable claim... Formal register maintained... A conclusion that follows from the argument' |
Judged essays grade development, organization, style and audience-appropriate register across three modes, but 'follow a writing process' is a process clause the single-draft rubric cannot grade — process cap; 'blend techniques' is not graded either. |
| 11-12.W.3.A | PARTIAL | wp-oak (rubrics) + oak-language:L1 'Which is the MOST CONCISE revision of: "due to the fact that the bridge was closed"?' |
Revision exists only as recognition items (conciseness, transitions) and as rubric lines on a first-draft essay; no review-revise-edit cycle on the student's own writing is served — multi-draft clause capped. |
| 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 from this skill |
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 from this skill |
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 | No served item addresses speaking, articulation, volume, pitch or pace. |
Oral-delivery performance wall; nothing in reading, language or writing banks touches its knowledge core. |
| 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 involves planning or delivering a presentation or using multimedia. |
Plan-and-deliver-with-multimedia is a production/conduct wall; no recognition item about presentation craft exists either. |
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; the entire speaking & listening strand; multi-source research projects; and full-length process essays (our Writing Coach judges short constructed responses against named rubrics). Codes built on those verbs appear above as NOT COVERED or with the limitation named in their gap column.