Math Concepts and Skills 2: Reference Manual For

MCS2 Version 1.
Reference Manual for
Math Concepts and Skills 2
606000347
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Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purpose and Content of This Manual . . . . . . . . . . . . . . . . . . . . Pedagogy of This Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NCTM Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Content Coverage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Evaluation of Student Progress. . . . . . . . . . . . . . . . . . . . . . . Individualization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Student Interface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Part One: Computation Strands
vii vii vii viii viii viii viii ix
1 2
Learning Objectives and Sample Exercises . . . . . . . . . . . . . . . . . . . . . . . Speed Games Strand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mastery Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Enrollment Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 71 71 72 74 74 74
Part Two:
Application Strands
3
Part Three:
Learning Objectives and Sample Exercises . . . . . . . . . . . . . . . . . . . . . . .
77
Types of Interaction
Examples of Interaction Types. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Single Matching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Multiple Matching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Moving, Click and Drag . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
iii
Moving, Create and Erase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Moving, Create, Move and Erase . . . . . . . . . . . . . . . . . . . . . . . Selecting, Single Answer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Selecting, Multiple Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . Fill-in-the-Blank, Checking the Complete Answer, Vertical Addition and Subtraction. . . . . . . . . . . . . . . . . . . . . . . Fill-in-the-Blank, Checking the Complete Answer, Horizontal Addition and Subtraction . . . . . . . . . . . . . . . . . . . . Fill-in-the-Blank, Checking the Answer Digit by Digit, Vertical Addition and Subtraction. . . . . . . . . . . . . . . . . . . . . . . Fill-in-the-Blank, Checking the Answer Digit by Digit, Division Algorithm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Drawing Lines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Drawing a Column or Row in a Bar Graph . . . . . . . . . . . . . . . 5 Example of a Tutorial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tutorials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Sample Audio Messages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sample 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sample 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Part Four: Student Progress Through the Course
149 150 151 152 153 154 155 156 157 158 159 160 161 162 163
Dynamics of Math Concepts and Skills 2 . . . . . . . . . . . . . . . . . . . . . . . Presentation of Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Branching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pattern of Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Delayed Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Initial Placement Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Computation Retention Index . . . . . . . . . . . . . . . . . . . . . . Proportion of Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
167 167 167 167 168 169 169 170
Part Five:
Enrollment Options
Changing the Enrollment Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . List of Enrollment Options. . . . . . . . . . . . . . . . . . . . . . . . . . . .
173 173
iv
Reference Manual for Math Concepts and Skills 2
Selected Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175

Part Six: Reference Resource
9 10
Glossary Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Tables Tool. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Conversions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Formulas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Plane Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Solid Figures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 InchPound System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Metric System. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Symbols. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
11
Currency Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Contents v
vi
Introduction
Purpose and Content of This Manual
This manual is designed to provide you with detailed information about the various components and features of the Math Concepts and Skills 2 course. The information is meant to help you plan instruction and to maximize student benefit from the course. The Reference Manual for Math Concepts and Skills 2 supplements the descriptions in Getting Started with Math Concepts and Skills 2 on how to use the course. Part One consists of a list of all the computation learning objectives with some sample exercises and a complete description of the Speed Games strand. Part Two consists of a list of all the application learning objectives with some sample exercises and an explanation of their content. Part Three provides examples of the various exercise types in the course as well as an example of a tutorial. Sample audio messages from exercises are included to show the support given by audio. Part Four explains how students progress through the course on the basis of their performance. Part Five lists and describes the enrollment options in the course along with their preset values. Part Six lists the information that can be found in the Math Reference resource.
Pedagogy of This Course

The Math Concepts and Skills 2 course is a knowledge-based interactive multimedia course designed to develop and maintain mathematics skills. The instruction combines individualized practice in computation skills and problemsolving skills. Visual support is also provided. All exercises include instructional and reinforcement messages delivered in digitized audio. The course is appropriate for a wide range of learnersfrom those who need additional practice to those who wish to review basic concepts. Each session is tailored to fit the students state of knowledge, acquisition rate, and retention.
vii
NCTM Standards
The Math Concepts and Skills 2 course supports the standards set forth by the National Council of Teachers of Mathematics (NCTM) in Principles and Standards for School Mathematics. The course integrates concept development and skill practice throughout eight application strands and eight computation strands.
Content Coverage
The 16 content areas of the Math Concepts and Skills 2 course contain more than 1,600 skills typically taught in kindergarten through the eighth-grade level. Basic computation and reasoning are both emphasized. An extraordinary depth of instruction is available in the course. For example, if the student worked 25 exercises per day for 150 school days a year, it would take nine years to complete the entire course. The actual time needed to complete the course and the number of exercises a student solves depend upon each students individual progress through the course. To receive the greatest benefit from the course, students should work on the Math Concepts and Skills 2 course frequently and regularly. A schedule of 15 minutes every day is recommended.
Evaluation of Student Progress

The management system uses decision-making algorithms that continually assess student performance in the Math Concepts and Skills 2 course. As each student progresses through the course, the system builds a profile of student achievement with performance data stored in an individual cumulative history file. Student performance data are reported to the teacher using SuccessMaker Enterprise coursewares standard reports. The algorithms in SuccessMaker Enterprise are refined periodically based on current research in learning theory and on evaluation data from student performance in the course.
Individualization
Individualized review helps each student master difficult skills. When a student demonstrates difficulty with a particular application strand skill, it is marked for delayed presentation and presented again later while the student continues to progress through the strand. This reordering of difficult skills helps students improve and build new skills, while allowing them to return later to retry previously difficult applications. Further individualization results from the answer processing and error analysis used by the system. For most algorithmic exercises, the system evaluates each digit in a students response as it is entered. This digit-by-digit checking tells students immediately when they have made an error, allowing them to pinpoint the sources of their mistakes. Working through an exercise in this way builds student confidence and reduces the frustration that occurs when students are not told until the conclusion of an exercise that their answer is incorrect. The analysis of each students errors is individualized and produces specific feedback for the computation exercises. Multistep or more general tutorials are provided when students have difficulty with concepts.
viii Reference Manual for Math Concepts and Skills 2
Another type of individualization takes place as the system randomly generates the numbers in each exercise for each student within limits determined by carefully designed algorithms. The resulting pool of exercises provides such variety that students rarely see the same combinations of numbers and pictures repeated within the exercises for a particular skill.
Student Interface
The Math Concepts and Skills 2 course contains online student resources, including the following: Show Answershows the correct answer to the current question Audiorepeats the instructions, or increases or decreases the volume of the audio Tutorialgives a short explanation about specific concepts Toolscontains a ruler, a protractor, a tape measure, a calculator, and a conversion calculator for converting units of measurement between the metric and inchpound systems Check Progresssummarizes the students performance during the current session Referencecontains an illustrated glossary; a set of tables with mathematical formulas and symbols, conversion factors, commonly used units in the metric and inchpound systems; and sets of data cards with illustrations of currency These resources provide students with opportunities to participate actively in their own learning processes. The icons for all of the resources, except the tutorial, are available by placing the pointer in the lower-left corner of the screen. The icons appear in a column. For tutorials, a chalkboard icon appears in the upper-left corner of the screen. The student uses the mouse or trackball to move the pointer on the screen to an icon and clicks the button to select a resource. For example, a student can look up a word in the glossary and then return with new information to the exercise he or she was working on. As students work in the Math Concepts and Skills 2 course, the amount of practice they receive and the immediate, individualized feedback to their responses reinforce their development in general mathematical understanding and their ability to think critically, solve problems, make inferences, and find patterns.
Introduction
ix
Part One
Computation Strands
1 2
Learning Objectives and Sample Exercises Speed Games Strand
Introduction
The information about the computation strands in the Math Concepts and Skills 2 course (course code MCS2) is separate from that of the application strands to make it easier to find and to highlight the courses depth of coverage in each strand. This part consists of two chapters that contain data on the eight computation strands in MCS2. Chapter 1 lists the learning objective for each exercise in each computation strand at every level. Some samples of computation exercises are also included. The strands are listed alphabetically, in the order shown in Table 1, below.
Table 1 Computation Strands
Strand Name
Addition Decimals Division Equations
Code
AD DC DV EQ
Page
4 18 24 29
Strand Name
Fractions Multiplication Speed Games Subtraction
Code
FR MU SG SU
Page
37 46 53 57
Chapter 2 describes the Speed Games strand separately because its presentation and mastery criteria differ from those aspects of the other strands in the course. The exercises in this strand cover the basic facts in addition, subtraction, multiplication, and division in a context that encourages students to increase their speed in doing computations.
2 Reference Manual for Math Concepts and Skills 2
Learning Objectives and Sample Exercises
Each computation exercise in the Math Concepts and Skills 2 course is based on a learning objective. This chapter contains a list of these objectives, organized by level within each strand. Each objective is labeled with a skill identifier that consists of a pair of letters for the strand code (see Table 1 on the previous page) and a number indicating the level. For example, MU 3.55 identifies a multiplication exercise at level 3.55. The objectives on the reports correspond to those in the course, as identified here. On reports, the skill identifier is printed without the space or the decimal point, as in MU355. Worksheets, which have been adapted for each version of the course, are available for all learning objectives that are followed by [W]. The sample exercises shown with the objectives are examples of what a student may see from a variety of randomly selected variables and graphic representations for each exercise.
Skill Objectives and Sample ExercisesAddition
AD 0.10
[W]
AD 0.60
[W]
Enter numerals for whole numbers (0-4).
Count two groups of objects and enter the sum (sums 610, neither addend 0).
AD 0.20
[W]
AD 0.70
[W]
Enter numerals for whole numbers (5-9).
Count the objects in two groups (addends 05, sums 15).
AD 0.30 [W] Count two groups of objects to find the total (sums 24, neither addend 0).
AD 0.80
[W]
Count the objects in two groups (addends 010, sums 610).
AD 0.40
[W]
Count two groups of objects to find the total (sums 46, neither addend 0).
AD 0.90
Solve an addition problem with two addends (sums 15, audio presentation). Computer Voice: "Marcy had a bowl of strawberries. After she ate two strawberries, there were three left. How many strawberries were in the bowl before Marcy started eating?"
AD 1.00 [W]
AD 0.50
[W]
Count two groups of objects and enter the sum (sums 25, neither addend 0).
Add using basic facts (addends 05, sums 15).
AD 1.05
[W]
AD 1.35
Add using basic facts (addends 05, sums 25, horizontal presentation).
Add doubles (sums 218).
AD 1.10
[W]
Add using basic facts (addends 09, sums 610).

AD 1.40
Solve a problem with three addends (1-digit, sums 310, audio presentation). Computer Voice: "Jane drew three pink triangles, one orange triangle and two green triangles. How many triangles did she draw in all?"
AD 1.45
AD 1.15
[W]
Add using basic facts (addends 19, sums 610, horizontal presentation).
Add doubles (sums 418, audio presentation). Computer Voice: "What is seven plus
seven?"
AD 1.20
[W]
Add using basic facts (addends 05, sums 15, audio presentation). Computer Voice: "What is two plus two?"
AD 1.25
AD 1.50
Add two consecutive 1-digit addends (sums 117).
Add 1 to a number (sums 110, audio presentation). Computer Voice: "What is five plus one?"
AD 1.30 [W] AD 1.53
Add two 1-digit numbers (sums 610, audio presentation). Computer Voice: "What is two plus four?"
Add two consecutive 1-digit addends (sums 117, horizontal presentation).
AD 1.57
[W]
AD 1.73
[W]
Add using basic facts (sums 1118).
Add three 1-digit addends using mental math (sums 35).
AD 1.77
[W]
Add three addends (sums 610).

AD 1.60 [W]
Add using basic facts (sums 1018, horizontal presentation).
AD 1.80 AD 1.63
[W]
Add three addends using mental math (sums 610).
Add using basic facts (sums 118, audio presentation). Computer Voice: "What is five plus two?"
AD 1.67 [W] AD 1.83 [W]
Add two multiples of 10 (sums 2090).
Add four 1-digit addends (sums 310).
AD 1.70
[W]
Add three addends (sums 25).

AD 1.87 [W]
Add three 1-digit addends (sums 1119).
AD 1.90
[W]
AD 2.10
[W]
Add three 1-digit addends using mental math (sums 1019).
Find the missing addend in a number sentence (two 1-digit addends 19, sums 210).
AD 1.93
[W]
AD 2.15
Add without regrouping, one 1-digit addend and one 2digit addend (sums 11-99).
Add 10 to a number (sums 1119, audio presentation). Computer Voice: "How much is ten plus
nine?"
AD 2.25
[W]
Add 1- and 2-digit addends (sums 1119, audio presentation). Computer Voice: "How much is thirteen plus
five?"
AD 1.97
[W] AD 2.30 [W]
Add two 2-digit addends without regrouping (sums 2199).
Add a multiple of 10 to a 1-digit number using mental math (sums 1199).
AD 2.35 AD 2.00
[W]
Add using basic facts (sums 1018).
Add zero to a number (sums 19).
AD 2.05
Write an addition number sentence to represent a picture (sums 19).
AD 2.40
[W]
Add using basic facts (sums 1018, horizontal presentation).
AD 2.45
[W]
AD 2.67
[W]
Add three multiples of 10 (sums 3090).
Add 1-digit and 2-digit addends using mental math (sums 1199).
AD 2.72 AD 2.47 [W]
[W]
Find the missing addend in a number sentence (1-digit and a multiple of 10, sums 11-99, no regrouping).
Add two multiples of 10 using mental math (sums 2090).
AD 2.75 AD 2.50
[W]
Add three multiples of 10 with regrouping (sums 100190).
Add 9 to a number (sums 1018, audio presentation). Computer Voice: "How much is nine plus
six?"
AD 2.52
Add two multiples of 100 (sums 200900).

AD 2.77 [W]
Find the missing addend in a number sentence (three 1-digit addends, sums 19).
AD 2.60
[W] AD 2.80 [W]
Add two multiples of 10 (sums 100180). Add two 2-digit addends (sums 100189, regrouping 10s to 100s).
AD 2.62
[W]
Find the missing addend in a number sentence (two 1digit addends, sums 1018).
AD 2.82
[W]
AD 2.92
[W]
Add 1-digit and 2-digit addends with regrouping (sums 2098).
Add 2-digit and 3-digit addends with regrouping (sums 120998).
AD 2.85
[W]
AD 2.95
[W]
Add 1-digit and 2-digit addends with regrouping (sums 2098, horizontal presentation).
Add three 2-digit addends with regrouping 10's to 100's place (sums 100-199).
AD 2.87
Add three 2-digit addends without regrouping (sums 3399).

AD 2.97 [W]
Add two 3-digit addends with regrouping (sums 200998).
AD 2.88
Add 100 to a 3-digit number (sums 200900).

AD 2.90 [W] AD 3.00 [W]
Add two 3-digit numbers without regrouping (sums 200-999).
Add three numbers using mental math (addends 09 sums 2027).
AD 3.05
[W]
AD 3.30
[W]
Add two multiples of 10 with regrouping (sums 100180, horizontal presentation).
AD 3.35
[W]
Add three 1-digit addends (sums 2027).

AD 3.10 [W]
Add two 2-digit addends using mental math (sums 2199).
AD 3.40 AD 3.15 [W]
[W]
Add 2-digit and 3-digit addends without regrouping (sums 110999).
Find the missing addend in a number sentence (1- and 2-digit addends, sums 1099, no regrouping).
AD 3.45
[W]
Add two 3-digit addends without regrouping (sums 200999).

AD 3.20 [W]
Find the missing addend (three 1-digit addends, sums 1019).
AD 3.50 AD 3.25 [W]
[W]
Add two 2-digit addends with regrouping (sums 101189, horizontal presentation).
10
AD 3.55
[W]
AD 3.75
[W]
AD 3.80
[W]
AD 3.60
[W]
Find the missing addend in a number sentence (two 2-digit addends, sums 2199, no regrouping).
Find the missing addend in a number sentence (two 2-digit multiples of 10, sums 100180).
AD 3.85 AD 3.65 [W]
[W]
Add 1-digit and two 2-digit addends without regrouping (sums 2199).
AD 3.90 AD 3.70 [W]
[W]
AD 3.95
[W]
11
AD 4.00
[W]
AD 4.25
[W]
Find the missing addend in a number sentence (three 1-digit addends, sums 2027, regrouping 1s to 10s).
Add one 1-digit and two 2-digit addends (no regrouping, sums 20 - 99).
AD 4.05
[W]
Add 2-digit and 3-digit addends with regrouping in the 10s place (sums 120998).
AD 4.30
[W]
Find the missing addend in a number sentence (2- or 3-digit addends and 3-digit multiples of 10, sums 110990).
AD 4.10
[W] AD 4.35 [W]
Find the missing addend in a number sentence (1- and 2-digit addends, sums 2098, regrouping 1s to 10s).
Add 2-digit and 3-digit addends with regrouping (addends 1199 or 111899, sums 200998).
AD 4.15
[W]

AD 4.45 [W]
Add one 1-digit and two 2-digit addends (no regrouping, sums 20 - 99).
AD 4.20
[W]
Find the missing addend in a number sentence (two 2-digit addends, sums 100189, regrouping 10s to 100s).
12
AD 4.55
[W]
AD 4.95
[W]
Add three 2-digit addends with regrouping (sums 40297).
AD 4.65
[W] AD 5.05 [W]
Add 1-digit and two 2-digits addends with regrouping (sums 100207).
Add 3-digit addends with regrouping in all places (sums 10001998).
AD 4.75
[W]
AD 5.25
[W]
Add one 2-digit and two 3-digit addends with regrouping (sums 2112097).
AD 4.85
[W] AD 5.45 [W]
Add three 3-digit addends with regrouping (sums 3112997).
13
AD 5.65
[W]
AD 6.30
[W]
Add 3-digit and 4-digit addends with regrouping (sums 111110,998).
Find the missing addend in a number sentence (two addends 99 to 99, sums = 0).
AD 6.40 AD 5.85 [W]
[W]
Find the missing addend in a number sentence (missing addend 8 to 1, sums 18).
Add two 4-digit addends with regrouping (sums 211119,998).
AD 6.50
[W]
Determine if the sum is positive or negative (1- and 2-digit addends).
AD 6.00
[W]
Find the missing number on a number line (3 to 12).

AD 6.60 [W]
Add two integers (addends 10 to 0, sums 20 to 0). Add these integers.

AD 6.10 [W]
Find the missing addend in a number sentence (two 1-digit addends, positive or negative, sums = 0).
AD 6.70 [W]
Add a positive and a negative integer (two 1-digit addends, sums 9 to 9).
AD 6.20 [W]
Add these integers.
Find the missing addend in a number sentence (two 2-digit addends, positive or negative, sums = 0).
14
AD 6.80
[W]
AD 7.30
[W]
Add two integers using mental math (addends 10 to 10, sums 20 to 20). Add these integers.
Identify an equivalent expression with integers (Commutative Property of Addition).
AD 6.90
[W]
Find the missing addend in a number sentence (missing addends 10 to 10, sums 20 to 20).
AD 7.40
[W]
Identify an equivalent expression ((a + b) = a + (b); a, b = 19).

AD 7.00 [W]
Add three integers (addends, sums 30 to 3). Add these integers.
AD 7.50 AD 7.10 [W]
[W]
Add three integers (addends, sums 10 to 10). Add these integers.
Identify an equivalent expression ((a + b) = - a b; a, b = 19).
AD 7.20
[W] AD 7.60 [W]
Add integers in an associative expression ((a + b) + c, three addends 10 to 10). Add these integers.
Identify an equivalent expression with integers (four 1-digit addends).
15
AD 7.70
[W]
AD 8.20
[W]
Identify an equivalent expression (( a + b) = a b; a, b = 19).
Find the missing addend in a number sentence (three addends 10 to 10).
AD 8.30
[W]
Identify an equivalent variable expression ((a + b) = a + (b)).

AD 7.80 [W]
Add four integers (addend absolute value 120, two additive inverses).
AD 7.90
[W]
AD 8.40
[W]
Compare two expressions using the property of additive inverses.
Identify an equivalent variable expression ((a + b) = a b).
AD 8.00
[W]
AD 8.50
[W]
Add integers (two addends, 20 to 20).
Identify an equivalent variable expression ( (a + b) = a b).
AD 8.10
[W]
Find the missing addend in a number sentence (1- and 2-digit integers, sums 20 to 20).
16
AD 8.60
[W]
Evaluate a numerical expression ((a + b); 9 a 19, 1 b 9).
AD 8.70
[W]
Evaluate a numerical expression ((a + b); 1 a, b 9).
AD 8.80
[W]
Identify an equivalent variable expression using the distributive property (a (b + c) = a b + a c).
AD 8.90
[W]
Identify an equivalent expression ( a (b + c) = a b + a c; 9 a, b 9, 1 c 9 ).
17
Skill Objectives and Sample ExercisesDecimals
DC 3.00
DC 3.90
Identify the number of dollars and dimes that represent a given amount ($1.10$3.50).
DC 3.10
Compare decimal numbers (0.19.9).

DC 4.00
Add decimals with regrouping (tenths, sums 1.0-2.0).

DC 4.05
Add or subtract money amounts using mental math (sums $1.10$5.50).

DC 3.20 [W]
Add decimals using mental math (sums 1.19.9). Add money amounts (sums less than $10.00).
DC 3.30 DC 4.10
Subtract decimals with regrouping (minuends 2.0-3.0, subtrahends 0.1-0.9).

DC 4.13
Write the decimal notation for the value of a set of dimes (1139 dimes).
DC 3.40
Subtract decimals using mental math (minuends, subtrahends 0.10.9).

DC 4.15
Match a fraction to a decimal (tenths, 0.1-0.9).

DC 3.50
Add decimals using mental math (sums 10.199.9).

DC 4.17
Find a fraction and an equivalent decimal that represent a model (base-ten blocks, tenths, 0.10.9).
DC 3.60
Subtract decimals using mental math (10.199.9). Move a decimal number to the correct location on a number line (0.10.9).
DC 3.70 DC 4.20
Subtract decimals with regrouping (minuends 2.0-9.9, subtrahends 0.1 to 0.9).

DC 4.30 [W]
Enter a decimal number for a mixed number (tenths, 1.1-9.9).

DC 3.75
Add decimals with regrouping (sums less than 10.0).

DC 4.40
Find a missing decimal number on a number line (tenths, 0.10.9).

DC 3.80
Enter a decimal number in a place value chart (0.011.89, base-ten block models, 100ths).
DC 4.42
Use base-ten blocks to represent a decimal number (tenths, 1.03.9).

DC 3.85
Add decimals with regrouping (sums 1.098.9).

DC 4.44
Identify the position of a decimal number on a number line (1.15.9).
Identify the decimal number with a 0 to 9 in the tenths or hundredths place.
18
DC 4.46
DC 4.85
[W]
Subtract decimals with or without regrouping (minuends and subtrahends 0.199.9).

DC 4.48
Subtract decimals with regrouping (sums less than 50.00).

DC 4.87
Match the word name to a decimal number (0.109.99).

DC 4.50
Find the missing decimal number on a number line (1.019.89).

DC 4.90
Enter the decimal for a mixed number (hundredths, 0.10-9.99).

DC 4.52
Compare two decimal numbers (10.0199.99).

DC 4.92
Add decimals using mental math (sums 0.020.99).

DC 4.54
Add decimals with regrouping (sums 1.099.8, horizontal presentation).

DC 4.95 [W]
Subtract decimals using mental math (minuends and subtrahends 0.019.99).

DC 4.55 [W]
Order three decimal numbers (tenths to hundredths).

DC 5.00
Subtract money amounts with or without regrouping (sums less than $15.00).
DC 4.60 [W]
Find the product and dividend in related decimal multiplication and division fact families (basic facts 0.2 x 2 to 0.9 x 5).
DC 5.05
Compare decimals to fractions (hundredths and multiples of ).

DC 4.65
Find the missing number on a number line; then use the number line to find the product of multiples of tenths or hundredths.
DC 5.10
Add or subtract decimals with or without regrouping (sums less than 1.00, horizontal presentation).
DC 4.70
Find the missing number in related decimal multiplication and division fact families (0.02 x 2 to 0.09 x 5).
DC 5.15
Align the decimal numbers in a vertical addition problem, then solve (hundredths, regrouping).
DC 4.75
Identify the position of the decimal point in a product of two decimal numbers.
DC 5.20 [W]
Align the decimal numbers in a vertical subtraction problem, then solve (hundredths, regrouping).
DC 4.80
Multiply two decimals or multiply a decimal by a whole number (tenths to hundredths).
Move a decimal number to the correct location on a number line (1.119.89).
Skill Objectives and Sample ExercisesDecimals 19
DC 5.25
DC 5.75
Match a decimal number to an equivalent fraction (tenths to thousandths).

DC 5.30 [W]
Multiply decimals using an algorithm (thousandths hundredths).

DC 5.80
Compare decimal numbers (tenths to thousandths).

DC 5.35
Multiply decimals by 10, 100, or 1000.

DC 5.85
Align the second addend under the first addend in a decimal addition problem; then solve (tenths to thousandths).
DC 5.40 [W]
Arrange three decimals from least to greatest (tenths to thousandths).

DC 5.90
Match a decimal number to its word name (tenths to thousandths).

DC 5.45
Find the missing factor in related decimal multiplication and division fact families (basic facts 0.2 x 2 to 0.9 x 5).
DC 5.95
Align the subtrahend under the minuend in a decimal subtraction problem; then solve (thousandths).
DC 5.50
Identify the best estimate for a quotient (decimal divided by a whole number).
DC 6.00
Select the decimal number that indicates the most reasonable value.
DC 5.55
Divide a decimal by a whole number (dividends to hundredths).

DC 6.05
Round a decimal to the nearest tenth, hundredth, or whole number.

DC 5.60
Find the missing number in related multiplication and division number sentences (to ten thousandths).
DC 6.10
Identify the best estimate for a sum, difference, or product.

DC 5.65 [W]
Select the place value of a digit in a decimal number (to ten thousandths).
DC 6.15
Multiply decimals using mental math (0.2 0.6 to 0.9 0.12).

DC 5.70
Match a decimal number to a model representing that decimal number.

DC 6.20
Subtract decimals with regrouping (to ten thousandths.)

DC 6.25
Align the subtrahend under the minuend in a decimal subtraction problem; then solve (thousandths).
Multiply decimals (products to hundred thousandths).
20
DC 6.30
[W]
DC 6.80
Divide decimals using mental math (quotients tenths to hundredths).

DC 6.35
Find an equivalent mixed number for a decimal (to ten thousandths).

DC 6.85
Identify a reasonable answer for a division problem.

DC 6.40
Find a decimal and a percent that represent a model (base-ten blocks, hundredths).
DC 6.90 [W]
Move the decimal point in the divisor and dividend to set up a long division problem.
DC 6.45
Identify the division problem that can be used to rewrite a fraction as a decimal.
DC 6.95
Divide a decimal number by a whole number (quotients less than 0.1).

DC 6.50
Rewrite a fraction as a decimal using the long division algorithm.

DC 7.00 [W]
Move the decimal point in the divisor and dividend to set up for a long division problem; then, divide decimals using the long division algorithm.
DC 6.55
Find an equivalent fraction for a decimal (denominator a factor of 100).
Identify the probable error in a decimal multiplication calculation.

DC 6.60
Divide decimals (1.0 0.2 to 1.2 0.5).

DC 6.65 [W]
DC 7.10
[W]
Find an equivalent decimal for a mixed number (denominator a factor of 100).
Multiply a whole number or a decimal by 0.1, 0.01, or 0.001.

DC 6.70
Find the missing decimal number in a pattern (to ten thousandths).

DC 6.75
DC 7.20
[W]
Rewrite a decimal as a percent (tenths to thousandths).
Use < or > symbols to make a number sentence with decimals true.
DC 7.30
[W]
DC 7.80
[W]
Rewrite a fraction as a percent (denominator a multiple of 10).
Divide a number by 0.1, 0.01, or 0.001 (dividends 0.0010.999).
DC 7.90 DC 7.40 [W]
[W]
Rewrite a mixed number as a percent (denominator a factor of 100).
Divide a decimal by 0.1, 0.01, or 0.001.
DC 7.50
[W] DC 8.00 [W]
Rewrite a fraction as a percent (denominator a factor of 100).
Rewrite a percent as a fraction (simplifying).
DC 7.60
[W] DC 8.10 [W]
Rewrite a decimal number as a percent (0.00120.0).
Find a percent of a money amount ($0.80$10.80).
DC 7.70
[W]
DC 8.20
[W]
Rewrite a mixed number as a percent (denominator a factor of 100).
Rewrite a percent as a decimal (percent given as a mixed number).
22
DC 8.30
[W]
DC 8.90
[W]
Find a percent of a multiple of 10 (10100).
Find the percent of increase.
DC 8.40
[W]
Find a percent of a money amount (percent is given as a mixed number, multiples of $10, $10$100).
DC 8.50
[W]
Rewrite an improper fraction as a percent.
DC 8.60
[W]
Find a percent of a number (percent greater than or equal to 100).
DC 8.70
[W]
Find what percent one number is of another.
DC 8.80
[W]
Find the number when a percent of it is known.
Skill Objectives and Sample ExercisesDivision
DV 3.40
DV 4.10
[W]
Divide using graphic models (combinations to 5 5).

DV 3.50 [W]
Divide (combinations 2 10 to 5 12).
Divide using basic facts (combinations to 5 5).

DV 4.20 [W]
Find the missing dividend or divisor in a number sentence (combinations 2 10 to 5 12).

DV 3.60 [W]
Find the missing dividend or divisor in a number sentence (combinations to 5 5).

DV 4.30 [W]
Divide (combinations 6 10 to 9 12).

DV 3.70 [W]
Divide using basic facts (combinations 2 6 to 9 5).

DV 4.40 [W]

DV 3.80 [W]

DV 4.50 [W]
Divide using the long division algorithm (2-digit 1-digit = 1-digit, no remainder).
DV 3.90 [W]
Divide using basic facts (combinations 6 6 to 9 9).
DV 4.00
[W]
24
DV 4.60
[W]
DV 5.00
[W]
Divide using mental math (combinations 2 20 to 5 90).
Divide using the long division algorithm (2-digit 1-digit = 2-digit, remainder).
DV 4.70
[W]
DV 5.20
[W]
DV 4.80
[W]
DV 4.90
[W]
25
DV 5.40
[W]
DV 6.00
[W]
DV 5.60
[W]
DV 6.10
Estimate the quotient in a long division problem (3-digit 2-digit = 1-digit, remainder).
DV 6.20 [W]
DV 5.80
[W]
DV 6.40
[W]
26
DV 6.60
[W]
DV 7.40
[W]
DV 6.80
[W] DV 7.60 [W]
Divide (combinations 2 13 to 5 19, no remainder).
DV 7.00
[W] DV 7.80 [W]
DV 8.00
[W]
Find a/b (quotients 740, divisors 59).

DV 7.20 [W]
Divide (combinations 6 13 to 9 19, no remainder).
DV 8.10
[W]
Find the quotient of b divided by a (combinations 6 13 to 9 19).
27
DV 8.20
[W]
DV 8.70
[W]
Divide decimals. Express the quotient to one decimal place.
Determine the sign of the quotient.
DV 8.80
[W]
Divide integers (combinations 6 13 to 9 19, all signs).

DV 8.30 [W]
Estimate the quotient to the nearest ten.

DV 8.90 [W]
Find the missing dividend or divisor in a number sentence with integers (combinations 7 13 to 9 19, all signs).
DV 8.40 [W]
Choose the best estimate of a long division problem.
DV 8.50
[W]
Divide integers (combinations (6 10) to (9 12), dividend or divisor is negative).
DV 8.60
[W]
Divide integers (combinations 4 6 to 12 12).
28
Skill Objectives and Sample ExercisesEquations
EQ 1.80
EQ 2.40
[W]
Identify the arithmetic operations from pictures and contexts (sums and minuends 69).
EQ 1.90
Compare numbers using < or > symbols (2099).
Complete fact families with four facts (sums 310).

EQ 2.00 [W] EQ 2.50 [W]
Solve for c in a + b = c (sums 09).
Solve for c in a b = c (minuends 1018, differences 09).
EQ 2.10
[W] EQ 2.60 [W]
Solve for c in a b = c (differences 09).
Solve for a or b in a + b = c (sums 09).
EQ 2.20
[W] EQ 2.70 [W]
Compare numbers using < or > symbols (119).
Solve for a or b in a b = c (minuends 09).
EQ 2.80 EQ 2.25 [W]
[W]
Solve for a or b in a + b = c (sums 1018).
Compare sums (sums 19, including Commutative Property).

EQ 2.30 [W]
Solve for c in a + b = c (sums 1018).
Skill Objectives and Sample ExercisesEquations 29
EQ 2.90
[W]
EQ 3.40
[W]
Solve for a or b in a b = c (minuends 1018, differences 018).
Solve for c in a b = c (minuends 2099, 1-digit subtrahends, no regrouping).
EQ 3.00
[W]
EQ 3.50
[W]
Compare sums using <, >, or = (addends and sums are 2digit multiples of 10).
Solve for d in a + b + c = d (1-digit addends, sums 2027).
EQ 3.60 EQ 3.10 [W]
[W]
Solve for c in a b = c (minuends 2099, 2-digit subtrahends, no regrouping).
Solve for a, b, or c in a + b + c = d (1-digit addends, sums 1019).
EQ 3.70 EQ 3.20 [W]
[W]
Solve for a or b in a + b = c (1- and 2-digit addends, sums 1298).
Solve for a or b in a + b = c (1- and 2- digit addends, sums 10108).

EQ 3.30 [W] EQ 3.80 [W]
Compare differences using <, >, or = (minuends 19). Solve for c in a b = c (minuends 2098, regrouping).
30
EQ 3.90
[W]
EQ 4.30
[W]
Solve for a or b in a b = c (minuends 2099, no regrouping).
Solve for c in a b = c (dividends 6 6 to 9 9).
EQ 4.40 EQ 3.95
[W]
Complete fact families with four facts (products 2 3 to 8 9).

EQ 4.00 [W]
Compare products using <, >, or = (products 2 2 to 9 9).
Solve for a or b in a + b = c (sums 101199, no regrouping).
EQ 4.50
[W]
Solve for a or b in a b = c (products 1 2 to 5 9).
EQ 4.10
[W]
Solve for c in a b = c (products 1 2 to 5 9).
EQ 4.60
[W]
Solve for a or b in a b = c (dividends 1 2 to 5 5).

EQ 4.20 [W]
Solve for a or b in a b = c (minuends 2199, 1-digit subtrahends, no regrouping).

EQ 4.70 [W]
Solve for c in a b = c (products 6 2 to 9 12).
EQ 4.25
Determine output of one-function machine, given input and sample inputs and outputs (sums, minuends 120).
EQ 4.80
[W]
EQ 5.30
[W]
Solve for a or c in a/b c/b = d/b (minuends 2/3 to 11/ ). 12
EQ 4.90
[W] EQ 5.40 [W]
Compare quotients using <, >, or = (dividends 2 2 to 9 9).
EQ 5.00
[W]
EQ 5.50
[W]
Solve for a or c in a/b + c/b = d/b (sums 2/ to 11/12). 3
Solve for a or c in a/b c/b = d/b (improper fractions, minuends 4/3 to 35/12 ).
EQ 5.10
[W] EQ 5.60 [W]
EQ 5.15
Determine output of one-function machine, given input and sample inputs and outputs (products, dividends 2 2 to 9 9).
EQ 5.20 [W]
EQ 5.70
[W]
Solve for a or c in a/b + c/b = d/b (sums 4/3 d/b 35/12 , improper fractions).
32
EQ 5.80
[W]
EQ 6.30
[W]
Solve for a or b in a b = c (dividends 6 20 to 9 90, multiples of 10).
Solve for a or b in a b = c (dividends 0.6 0.6 to 0.9 0.9).
EQ 5.90
[W]
Solve for a or b in a b = c (products 2 20 to 12 90, multiples of 10).
EQ 6.40
[W]
Solve for a, b, or c in a b/c = d/e (2 2 d 12 12).
EQ 6.00
[W]
Solve for a or b in a + b = c (decimals to tenths, no regrouping).
EQ 6.50
[W]
Solve for a, b, c, or d in a/b c/d = e/f (2 2 e 12 12).
EQ 6.10
[W] EQ 6.60 [W]
Solve for a or b in a b = c (decimals to tenths, regrouping).
Solve for a or b in a + b = c (decimals to hundredths).
EQ 6.20
[W] EQ 6.70 [W]
Solve for a or b in a b = c (products from 0.2 0.6 to 0.9 0.9).
Solve for a or b in a b = c (decimals to hundredths, regrouping).
EQ 7.00
[W]
a d
EQ 8.00
[W]
Solve for a, b, or c in /b c = /e (1 2 e 12 12).
Solve for x in ax = c in steps (products 4 4 to 9 10).
EQ 7.30
[W] EQ 8.05 [W]
Solve for a or b in a b = c (products from 0.02 0.13 to 0.09 0.19).
Solve for a in a b = c in steps (dividends 4 4 to 9 10).
EQ 7.60
[W]
Solve for a, b, c, or d in a/b c/d = e/f. (2 a, b, c, d 12).

EQ 8.10 [W]
Solve for x in ax b = c in steps.
EQ 7.90
[W]
Solve for a or b in a b = c (dividends from 0.01 0.02 to 0.05 0.05).
EQ 8.15
[W]
Solve for x in ax + b = c in steps (a, x, b < 10).
EQ 7.95
[W]
Solve for a in a + b = c or a b = c in steps (sums, minuends 220).
34
EQ 8.20
[W]
EQ 8.40
[W]
Solve for x in ax + b = c (a, x, b < 10).
Solve for a in a + b = c (20 a 1).
EQ 8.25
[W]
EQ 8.45
[W]
Identify the equation that can be used to solve a problem in context (ax + b = c).
Solve for a in a b = c (differences 19 to 1).
EQ 8.50
[W]
Solve for x in ax = b (products (9 9) to (4 4)).
EQ 8.30
[W]
Identify the equation that can be used to solve a problem in context (a + bx = c).
EQ 8.55 [W]
Solve for a in a/b = c (dividends (9 9) to (4 4)).
EQ 8.35
[W]
Solve for y given x in y = ax + b (a, x, b < 10).
EQ 8.60
[W]
Solve for x in ax + b = c in steps (9 x 1).
EQ 8.65
[W]
EQ 8.85
[W]
Solve for x in ax b = c in steps (9 x 2).
Determine whether a given value for x is a solution for ax + b = c (9 x 9).
EQ 8.70
[W]
Solve for x in ax b = c in steps (9 x 9).
EQ 8.90
[W]
Determine whether the given values for x and y satisfy y = ax + b.
EQ 8.75
[W] EQ 8.95 [W]
Solve for x in x = a (99 x 99). Identify the correct equation, given a table of values for x and y.
EQ 8.80
[W]
Solve for x in a x = b in steps (14 x 14).
36
Skill Objectives and Sample ExercisesFractions
FR 1.10
FR 2.10
Identify the model that is divided into equal parts (2, 3, 4, 5, 6 and 8 parts).
FR 1.20
Identify a fraction that represents a model (denominators 24).

FR 2.20
Identify the model that is divided into equal parts (2, 3, 4, 5, 6 and 8 parts).
FR 1.30
Match the word name of a fraction to a fraction (denominators 24).

FR 2.30
Count the number of equal parts in a fractional model (2, 3, 4, 5, 6 and 8 parts).
FR 1.40
Count the fractional parts and total number of parts in a set (denominators 24).
FR 2.40
Count the fractional parts and total number of parts in a region (denominators 24).
FR 1.50
Identify the set of shapes that represents a fraction (denominators 24).

FR 2.50
Identify a model that represents a fraction (denominators 24, unit fractions).

FR 1.60
Identify the fraction that represents part of a set (denominators 24).

FR 2.60
Identify a fraction that represents a model (denominators 24, unit fractions).

FR 1.70
Identify a fraction of a set (denominators 24).

FR 2.70
Identify the set of shapes that represents a fraction (denominators 24).

FR 1.80
Match a word name of a fraction to a fraction (denominators 28).

FR 2.80
Match a word name of a fraction to a fraction (denominators 24, unit fractions).

FR 1.90
Identify a model that represents a fraction (denominators 2, 3, 4, 5, 6 and 8).

FR 2.90
Count the fractional parts and the total number of parts in a region (denominators 24).
FR 2.00
Identify a set that represents one-half (items 4, 6, 8).

FR 3.00
Identify a model that represents a fraction (denominators 24).
Count the fractional parts and total number of parts of a region (denominators 2, 3, 4, 5, 6 and 8).
FR 3.10
Identify a model that represents a fraction (denominators 28).
Skill Objectives and Sample ExercisesFractions 37
FR 3.20
FR 4.10
Identify a fraction that represents a model (denominators 2, 3, 4, 5, 6 and 8).

FR 3.30
Compare fractions to 1 (denominators 2, 3, 4, 5, 6, 8).

FR 4.20
Enter a fraction for part of a region (denominators 2, 3, 4, 5, 6 and 8).

FR 3.40
Find equivalent fractions using models (denominators 2-16).

FR 4.30
Count the fractional parts of a set (denominators 2, 3, 4, 5, 6 and 8).

FR 3.50
Compare fractions with like denominators using a number line (denominators 2-16).
FR 4.40 [W]
Solve a problem by finding a fraction of a set (denominators 28).

FR 3.60
Compare unit fractions using models (denominators 2, 3, 4, 5, 6, 8, 9, 10, 12, 16).

FR 4.50
Identify a fraction of a set (denominators 28).

FR 3.70
Compare unlike fractions using models (denominators 2-16).

FR 4.52
Enter a fraction for a part of a set (denominators 28).

FR 3.80
Identify the fraction with a greater value than a given fraction (unlike denominators 2, 3, 4, 6, 8).
FR 4.54
Find a fraction equal to 1 (denominators 2, 3, 4, 5, 6, 8).

FR 3.90
Compare fractions with unlike denominators using models (denominators 28).

FR 4.56
Find a half, third, or fourth of a set (items 2-16).

FR 3.95
Compare the fractional parts to a whole (2-8 parts). Compare two fractions using a model (unlike denominators 2, 3, 4, 8).
FR 4.00 FR 4.58
Order fractions with unlike denominators from least to greatest (denominators 2, 3, 4, 6, 8, 10 and 12).
FR 4.60 [W]
Find a missing fraction on a number line (denominators 28).

FR 4.05
Add fractions with like denominators using models (denominators 212, no simplifying).
f
Identify a fraction for a given point on a number line (denominators 10, 12, 16).
38
FR 4.70
[W]
FR 5.30
[W]
Subtract fractions with like denominators using models (denominators 212, no simplifying)
Rewrite a fraction as a mixed number (denominators 28).
FR 4.80
FR 5.40
[W]
Rewrite a whole number as a fraction using models (whole numbers 15, denominators 28).
FR 4.90 [W]
Rewrite a mixed number as a fraction (denominators 59).
Rewrite a fraction as a mixed number using models (whole numbers 14, denominators 28).
FR 4.95 FR 5.50 [W]
Identify the difference when a fraction is subtracted from 1 (denominators 4, 5, 6, 8, 10, 12).
FR 5.00
Find the missing numerator or denominator in an equivalent fraction (simplified fractions 1/2 3/4 ).
Rewrite a mixed number as a fraction using models (whole numbers 15, denominators 28).
FR 5.10 [W] FR 5.55 [W]
Compare fractions with like denominators (denominators 316).
Simplify a fraction, if possible (simplified fractions 1/ 3/ ). 2 4
FR 5.60 FR 5.20 [W]
[W]
Find the missing numerator or denominator in an equivalent fraction (simplified fractions 1/2 7/8 ).
Compare fractions to 1 (denominators 216).
FR 5.65
[W]
FR 5.90
[W]
Simplify fractions, if possible (simplified fractions 1/ 7/ ). 2 8
Add mixed numbers with like denominators (denominators 312, no simplifying).
FR 5.70
[W]
Write a fraction in simplest form (simplified fractions 1 7 /2 /8 ). Reduce this fraction to lowest terms.
9 15
FR 5.95
[W]
? ?
Subtract mixed numbers with like denominators (denominators 312, no simplifying).
FR 5.75
Simplify fractions (simplified fractions 1/2 7/ ). 8
FR 6.00 FR 5.80 [W]
Find an equivalent fraction by multiplying the numerator or denominator of a simplified fraction (simplified fractions 1/2 8/ ). 9
Compare fractions with unlike denominators (denominators 224).
FR 5.85
[W]
FR 6.05
[W]
Find three equivalent fractions (simplified fractions 1 8 /2 /9 ).
Add mixed numbers with like denominators (denominators 216, simplifying).
FR 5.87
Identify a method for finding a common denominator for two fractions (denominators 28).
40
FR 6.10
FR 6.30
Subtract a fraction from 1 (denominators 216, simplifying).
Subtract fractions with unlike denominators (no simplifying, vertical presentation).
FR 6.15
[W] FR 6.35 [W]
Add fractions with unlike denominators (denominators 212, no simplifying).
Multiply fractions (denominators 212, no simplifying).
FR 6.20
[W]
FR 6.40
[W]
Subtract fractions with unlike denominators (denominators 212, no simplifying).
Multiply a whole number and a fraction (denominators 212, no simplifying).
FR 6.45 FR 6.25 [W]
[W]
Add fractions with unlike denominators (simplifying).
Add fractions with unlike denominators (no simplifying, vertical presentation).
FR 6.50
[W]
FR 6.70
Subtract fractions with unlike denominators (simplifying).
Multiply fractions by simplifying first.
FR 6.55
[W]
FR 6.75
[W]
Add fractions with unlike denominators (denominators 29, simplifying).
Multiply a fraction and a whole number (denominators 29, simplifying).
FR 6.80 FR 6.60 [W]
Multiply a fraction and whole number by simplifying first.
Subtract fractions with unlike denominators (denominators 29, simplifying).
FR 6.83 FR 6.65 [W]
Find the missing number in the reciprocal of a fraction (denominators 216).

FR 6.85
Multiply fractions (denominators 29, simplifying). Solve an addition problem using mixed numbers with like denominators (denominators 2, 3, 4, 5, 6, simplifying).
FR 6.90
Solve a subtraction problem using mixed numbers with like denominators (denominators 3, 4, 5, 6, 8 simplifying).
42
FR 6.95
FR 7.25
[W]
Identify the greatest or least fraction in a problem (unlike denominators 2, 3, 4, 5, 6, 8).

FR 6.98
Divide a fraction by a whole number (simplifying).
Identify figures with equivalent fractional parts.

FR 7.00 FR 7.30
Add mixed numbers with like denominators (denominators 318, simplifying).
Identify the reciprocal of a mixed number.

FR 7.35
Divide a fraction by a mixed number (simplifying).
FR 7.05
[W]
FR 7.40
[W]
Subtract mixed numbers with like denominators (denominators 318, simplifying).
Divide a whole number or a mixed number by a fraction (simplifying).
FR 7.45 FR 7.10
Identify the reciprocal of a fraction.

FR 7.15 [W]
Find the least common denominator of two fractions (denominators 210).
Divide fractions (simplifying; denominators 2-8).
FR 7.20
Identify the reciprocal of a whole number.
FR 7.50
FR 7.75
Rewrite fractions using the least common denominator (denominators 210).
Add mixed numbers with unlike denominators (simplifying, vertical presentation).
FR 7.55
[W]
FR 7.80
[W]
Compare fractions with unlike denominators (denominators 29).
Subtract mixed numbers (unlike denominators 210, simplifying, vertical presentation).
FR 7.60
Find the least common denominator of three fractions (denominators 26).
FR 7.85
[W]
Multiply mixed numbers (denominators 28, simplifying).
FR 7.65
Identify a list of fractions that is ordered from least to greatest.

FR 7.70 [W]
FR 7.90
[W]
Divide a mixed number by a whole number (simplifying).
Find a fraction of a fraction (denominators 29).
FR 7.95
[W]
Identify a fraction that is between two fractions.
44
FR 8.00
FR 8.60
Add mixed numbers with unlike denominators (simplifying).
Solve a subtraction problem with mixed numbers (unlike denominators, simplifying).

FR 8.70 [W]
Identify equivalent expressions with fractions and mixed numbers (multiplication and division).
FR 8.10
Subtract mixed numbers with unlike denominators (simplifying).
FR 8.80
[W]
Divide fractions (denominators 212, simplifying).
FR 8.20
[W]
FR 8.90
Multiply three fractions (denominators 25, simplifying).
Use a scale on a map to solve a problem (dividing fractions, simplifying).
FR 8.30
[W]
Add three mixed numbers with unlike denominators (simplifying, vertical presentation).
FR 8.40
Solve an area problem by multiplying fractions and whole numbers (simplifying).

FR 8.50
Solve an addition problem with mixed numbers (unlike denominators, simplifying).
Skill Objectives and Sample ExercisesMultiplication
MU 2.50
MU 3.20
[W]
Count the groups and the number of objects in each group.
Multiply using basic facts (products 6 1 to 9 5).
MU 3.30
[W]
Find the missing factor in a number sentence (products to 5 5).
MU 2.60
Use repeated addition to multiply (products 2 2 to 5 5).

MU 2.70 [W]
MU 3.40
[W]
Multiply using basic facts (products 1 6 to 5 9, horizontal presentation).
Solve addition and multiplication problems (products 2 1 to 2 5).

MU 3.50 [W]
Find the missing factor in a number sentence (products 1 6 to 5 9).

MU 2.90 [W]
Solve addition and multiplication problems (products 2 6 to 2 9).

MU 3.55 [W]

MU 3.00 [W]
Multiply using basic facts (products to 5 5).

MU 3.60 [W]
MU 3.10
[W]
Find the missing factor in a number sentence (products to 5 5).
46
MU 3.65
[W]
MU 3.92
Multiply using an algorithm (10 x 1 to 12 x 5).

MU 3.95 [W]
MU 3.70
[W]
Multiply using an algorithm (products 10 2 to 15 5).
MU 4.00 MU 3.75 [W]
[W]
Multiply using mental math (products 10 2 to 12 12).
MU 3.80
[W]
MU 4.05
[W]
MU 3.85
[W] MU 4.10 [W]
Multiply using basic facts (products 6 6 to 9 9). Find the missing factor in a number sentence (products 6 6 to 9 9).
MU 3.90 [W]
Multiply using basic facts (products 6 6 to 9 9, horizontal presentation).

MU 4.15 [W]
47
MU 4.20
[W]
MU 4.45
[W]
Multiply using mental math (products 2 12 to 12 12).
MU 4.25
[W] MU 4.50 [W]
MU 4.30
[W]
MU 4.55
[W]
Multiply multiples of 10 (products 100 2 to 990 9).
MU 4.35
[W] MU 4.60 [W]
MU 4.40
[W]
MU 4.65
[W]
Multiply by a multiple of 10 (products 10 10 to 15 90).
48
MU 4.70
[W]
MU 4.95
[W]
Multiply by a multiple of 10 using mental math (products 2 20 to 90 9).
MU 4.75
[W]

MU 5.00 [W]
Find the missing factor in a number sentence (products 2 20 to 90 9, multiples of 10).
MU 4.80
[W] MU 5.05 [W]
MU 4.85
[W]
Multiply by a multiple of 10 (products 16 10 to 19 90, multiples of 10).

MU 5.10 [W]
Find the missing factor in a number sentence (products 20 20 to 90 90, multiples of 10).
MU 5.20 MU 4.90 [W]
[W]
Multiply multiples of 10 using mental math (products 20 20 to 90 90).
Multiply (products 13 1 to 19 5, horizontal presentation).
49
MU 5.25
[W]
MU 5.70
[W]
MU 5.30
[W]
MU 5.90
[W]
Multiply (products 12 6 to 19 9, horizontal presentation).
Multiply using an algorithm (products 10,000 2 to 99,999 9).
MU 5.40
[W] MU 6.00 [W]
Multiply by a multiple of 10 (products 13 20 to 19 90, horizontal presentation).
MU 5.50
[W]
MU 6.20
[W]
50
MU 6.40
[W]
MU 7.00
[W]
MU 6.60
[W]
MU 7.20
[W]
MU 6.80
[W]
MU 7.40
[W]
Multiply by a multiple of 10 (products 10,000 20 to 99,999 90).
MU 7.60
[W]
51
MU 7.80
[W]
MU 8.50
[W]
Multiply using an algorithm (products 10,000 21 to 99,999 99).
Determine the sign of the product of two integers.
MU 8.60 MU 8.00 [W]
[W]
Multiply multiples of 10 or 100 using mental math.
Multiply a negative integer by a positive integer (products (20 2) to (90 9)).
MU 8.10
[W]
MU 8.70
[W]
Estimate the product of two numbers (factors 101949).
Find the missing positive or negative factor in a number sentence.
MU 8.20
[W]
MU 8.80
[W]
Estimate the missing factor in a number sentence (round to the nearest ten, products 201081,090).
Determine the sign of the product of four factors.
MU 8.30
[W]
Multiply a negative integer by a positive integer (products 144 to 4).
MU 8.90
[W]
Multiply three integers (1-digit factors with absolute values 210).
MU 8.40
[W]
Multiply two negative integers (products 4 to 144).
52
Skill Objectives and Sample ExercisesSpeed Games
SG 2.00
SG 3.00
0 + 0, 0 + 1, 0 + 2, 1 + 0, 1 + 1, 1 + 2, 2 + 0, 2 + 1, 3 + 0, 3 + 1
SG 2.10
0 + 8, 1 + 7, 2 + 6, 2 + 8, 3 + 9, 7 + 1, 7 + 4, 8 + 2, 9 + 0, 9 + 3
SG 3.10
0 + 3, 1 + 3, 2 + 3, 2 + 2, 3 + 2, 4 + 2, 4 + 1, 5 + 1, 4 + 0, 5 + 0
SG 2.20
4 + 6, 4 + 7, 5 + 6, 6 + 6, 6 + 5, 7 + 5, 8 + 5, 8 + 4, 9 + 5, 9 + 4
SG 3.20
0 + 4, 0 + 5, 1 + 4, 1 + 5, 2 + 4, 2 + 5, 3 + 4, 3 + 3, 4 + 3, 5 + 2
SG 2.30
6 6, 9 9, 10 9, 9 7, 9 6, 11 8, 7 0, 10 3, 9 1, 11 2
SG 3.30
0 0, 1 1, 2 2, 3 3, 1 0, 2 1, 3 2, 2 0, 3 1, 3 0
SG 2.40
7 7, 7 6, 9 8, 11 9, 10 7, 10 4, 9 2, 8 0, 11 3, 10 1
SG 3.40
5 0, 4 0, 6 1, 5 1, 4 1, 6 2, 5 2, 4 2, 5 3, 4 3
SG 2.50
4 + 8, 4 + 9, 5 + 7, 5 + 8, 5 + 9, 6 + 7, 7 + 7, 7 + 6, 8 + 6, 9 + 6
SG 3.50
6 + 0, 6 + 1, 6 + 2, 6 + 3, 5 + 3, 5 + 4, 4 + 4, 5 + 5, 4 + 5, 3 + 5
SG 2.60
6 + 8, 6 + 9, 7 + 8, 7 + 9, 8 + 7, 8 + 8, 8 + 9, 9 + 7, 9 + 8, 9 + 9
SG 3.60
0 + 6, 0 + 9, 1 + 9, 2 + 7, 3 + 6, 3 + 8, 7 + 0, 7 + 3, 8 + 1, 9 + 2
SG 2.70
8 8, 8 7, 8 6, 10 8, 12 9, 8 1, 11 4, 9 0, 10 2, 12 3
SG 3.70
0 + 7, 1 + 6, 1 + 8, 2 + 9, 3 + 7, 6 + 4, 7 + 2, 8 + 0, 8 + 3, 9 + 1
SG 2.80
10 6, 11 7, 11 6, 11 5, 12 6, 12 5, 12 4, 13 5, 13 4, 14 5
SG 3.80
7 2, 7 3, 6 3, 7 4, 6 4, 5 4, 4 4, 7 5, 6 5, 5 5
SG 2.90
13 9, 12 8, 12 7, 13 8, 14 9, 13 7, 14 8, 13 6, 14 7, 14 6
SG 3.90
6 0, 7 1, 8 2, 8 3, 9 3, 9 4, 8 4, 10 5, 9 5, 8 5
9 + 7, 1 + 4, 2 + 9, 3 + 2, 4 + 6, 5 + 3, 6 + 8, 7 + 5, 8 + 7, 9 + 1
53
SG 4.00
SG 5.00
15 6, 16 7, 15 7, 17 8, 16 8, 15 8, 18 9, 17 9, 16 9, 15 9
SG 4.10
6 0, 6 1, 6 2, 6 3, 5 3, 5 4, 4 4, 5 5, 4 5, 3 5
SG 5.10
1 + 6, 1 + 8, 2 + 5, 3 + 1, 4 + 4, 5 + 7, 6 + 5, 7 + 3, 8 + 0, 9 + 8
SG 4.20
0 6, 0 9, 1 9, 2 7, 3 6, 3 8, 7 0, 7 3, 8 1, 9 2
SG 5.20
5 0, 4 1, 6 2, 7 4, 9 5, 6 1, 11 7, 10 3, 13 8, 17 9
SG 4.30
0 7, 1 6, 1 8, 2 9, 3 7, 6 4, 7 2, 8 0, 8 3, 9 1
SG 5.30
2 + 7, 3 + 3, 4 + 0, 3 + 9, 4 + 2, 5 + 1, 6 + 4, 0 + 9, 8 + 3, 7 + 1
SG 4.40
7 + 4, 2 + 0, 3 + 7, 4 + 3, 9 + 9, 5 + 5, 6 + 2, 7 + 8, 8 + 4, 9 + 2
SG 5.40
9 2, 10 9, 5 2, 8 4, 7 5, 14 9, 11 8, 13 6, 15 9, 9 7
SG 4.50
0 8, 1 7, 2 6, 2 8, 3 9, 7 4, 7 1, 8 2, 9 0, 9 3
SG 5.50
0 0, 0 1, 0 2, 0 3, 1 0, 1 1, 1 2, 2 0, 2 1, 3 0
SG 4.60
9 4, 9 5, 8 4, 8 5, 7 5, 6 5, 6 6, 5 6, 4 6, 4 7
SG 5.60
5 0, 4 0, 5 1, 4 1, 3 1, 4 2, 3 2, 2 2, 2 3, 1 3
SG 4.70
7 0, 2 1, 4 2, 18 9, 8 6, 10 7, 11 9, 12 5, 16 8, 6 5
SG 5.70
0 + 5, 1 + 2, 2 + 3, 3 + 4, 4 + 5, 5 + 8, 6 + 6, 6 + 7, 8 + 9, 9 + 4
SG 4.80
8 6, 7 6, 7 7, 6 7, 5 7, 6 8, 5 8, 4 8, 5 9, 4 9
SG 5.80
9 0, 6 4, 7 3, 14 5, 7 7, 10 2, 12 4, 13 7, 8 3, 15 8
SG 4.90
9 6, 9 7, 9 8, 9 9, 8 7, 8 8, 8 9, 7 8, 7 9, 6 9
SG 5.90
5 2, 4 3, 3 3, 3 4, 2 4, 1 4, 0 4, 2 5, 1 5, 0 5
0 + 1, 0 + 3, 2 + 4, 3 + 6, 4 + 8, 5 + 6, 6 + 0, 7 + 7, 8 + 2, 9 + 5
54
SG 6.00
SG 7.00
8 2, 5 3, 15 6, 9 4, 8 5, 10 6, 11 4, 12 6, 13 9, 16 7
SG 6.10
12 3, 8 1, 7 2, 6 3, 5 5, 10 4, 11 2, 12 7, 14 8, 15 7
SG 7.10
2 + 6, 3 + 8, 2 + 8, 3 + 5, 4 + 9, 5 + 2, 6 + 3, 7 + 6, 8 + 8, 9 + 3
SG 6.20
0 2, 6 4, 2 7, 3 3, 8 3, 5 8, 6 6, 9 7, 8 9, 9 4
SG 7.20
9 3, 11 5, 13 4, 8 7, 9 6, 10 5, 11 3, 12 8, 14 6, 16 9
SG 6.30
0 6, 0 9, 7 7, 12 6, 18 9, 24 4, 14 2, 8 1, 32 4, 27 3
SG 7.30
1 6, 1 4, 2 9, 3 2, 4 6, 5 3, 6 8, 7 5, 8 7, 4 4
SG 6.40
0 8, 5 1, 9 9, 14 7, 18 6, 21 3, 40 5, 16 2, 9 1, 36 4
SG 7.40
0 + 7, 4 + 7, 5 + 9, 7 + 9, 8 + 6, 5 + 4, 6 + 9, 7 + 2, 8 + 5, 9 + 6
SG 6.50
0 5, 0 7, 6 6, 8 8, 16 8, 28 4, 7 1, 24 3, 18 2, 45 5
SG 7.50
10 1, 11 6, 8 6, 14 7, 12 9, 13 4, 17 8, 10 8, 13 5, 9 9
SG 6.60
21 7, 24 8, 27 9, 24 6, 28 7, 25 5, 30 6, 30 5, 36 6, 35 5
SG 7.60
0 6, 1 8, 2 5, 3 9, 4 2, 5 7, 6 5, 7 3, 7 0, 9 8
SG 6.70
0 8, 1 2, 2 3, 3 4, 4 5, 5 0, 6 7, 7 4, 8 1, 9 9
SG 7.70
0 1, 0 2, 0 3, 0 4, 1 1, 2 2, 3 3, 2 1, 4 2, 3 1
SG 6.80
32 8, 36 9, 35 7, 40 8, 45 9, 42 7, 48 8, 42 6, 49 7, 48 6
SG 7.80
4 4, 6 3, 8 4, 6 2, 9 3, 4 1, 8 2, 12 3, 5 5, 10 2
SG 6.90
54 9, 56 8, 63 9, 56 7, 64 8, 72 9, 54 6, 63 7, 72 8, 81 9
SG 7.90
6 1, 12 2, 18 3, 15 3, 20 4, 16 4, 20 5, 12 4, 15 5, 10 5
2 4, 1 1, 3 6, 3 7, 4 3, 5 5, 6 2, 7 8, 8 4, 9 2
Skill Objectives and Sample ExercisesSpeed Games 55
SG 8.00
12 6, 6 6, 14 7, 9 3, 32 8, 10 2, 42 7, 28 4, 64 8, 27 9
SG 8.10
2 8, 3 5, 4 1, 7 7, 4 8, 5 6, 5 2, 6 3, 8 2, 9 5
SG 8.20
9 9, 4 2, 24 8, 28 7, 12 3, 20 4, 36 6, 14 2, 40 8, 36 4
SG 8.30
4 4, 1 0, 2 6, 3 8, 4 9, 5 4, 6 9, 7 6, 8 8, 9 3
SG 8.40
18 9, 21 7, 24 4, 48 6, 35 5, 18 2, 30 5, 42 6, 56 7, 27 3
SG 8.50
7 2, 8 5, 9 6, 3 0, 4 7, 5 9, 6 1, 7 9, 8 6, 9 0
SG 8.60
30 6, 8 8, 16 8, 12 4, 36 9, 15 3, 54 9, 7 1, 16 2, 72 8
SG 8.70
35 7, 21 3, 8 2, 6 2, 24 6, 25 5, 48 8, 63 9, 32 4, 45 5
SG 8.80
0 6, 15 5, 10 5, 20 5, 16 4, 45 9, 12 2, 63 7, 40 5, 81 9
SG 8.90
18 3, 72 9, 6 3, 7 7, 8 4, 18 6, 24 3, 49 7, 54 6, 56 8
56
Skill Objectives and Sample ExercisesSubtraction
SU 0.60
SU 1.20
[W]
Subtract in context (minuends 25, pictorial models, audio presentation).
Subtract using basic facts (minuends 05).
SU 1.30
[W]
Subtract using basic facts (minuends 69, horizontal presentation).

SU 0.70
Subtract in context (minuends 25, pictorial models).

SU 0.80 SU 1.40 [W]
Subtract using basic facts (minuends 210, audio presentation).
Subtract using basic facts (minuends 69).
SU 1.00
SU 1.50
Identify the subtraction expression that represents a picture (minuends 29).
Subtract using basic facts (minuends 19, audio presentation). Computer voice: "What is four take away
one?"
SU 1.55
Subtract using basic facts (differences = 0, audio presentation). Computer voice: "What is six minus six?
SU 1.10 [W] SU 1.60
Subtract using basic facts (minuends 05, horizontal presentation).
Subtract 1 from a number (minuends 19, audio presentation). Computer voice: "How much is three minus
one?"
57
SU 1.65
SU 1.85
[W]
Identify the pictorial solution to a subtraction problem (minuends 29, audio presentation). Computer voice:
There were two goldfish in a fish tank. One of them was sold. Mark the picture that shows how many goldfish were left in the tank.
Subtract multiples of 10 (minuends 2090, subtrahends 1080).
SU 1.90
Subtract 1 from a number without regrouping (2-digit minuends).
SU 1.70
Identify the pictorial solution to a problem in context (minuends 4-9, audio presentation). Computer voice:
There are seven caterpillars. Three change into butterflies. Click the picture that shows how many are not changed.
SU 1.95
[W]
Subtract without regrouping (minuends 2195, subtrahends 19).
SU 2.00 SU 1.75
[W]
Subtract a number from 10 (subtrahends 19).
Subtract using basic facts (minuends 1014, subtrahends 19, horizontal presentation).
SU 1.80
SU 2.05
[W]
Subtract a number from its double (differences 19).
58
SU 2.10
SU 2.32
Subtract a number from 10 (subtrahends 19, audio presentation). Computer voice:

two?" "How much is ten minus
Subtract using basic facts (minuends 1118, subtrahends 19, audio presentation). Computer voice:
"How much is seven subtracted from seventeen?"
SU 2.15
[W]
SU 2.35
[W]
Find the missing subtrahend in a subtraction problem in a number sentence (minuends 09).
SU 2.20
[W] SU 2.37
Subtract using basic facts (minuends 1619, subtrahends 19).
Subtract multiples of 10 (minuends 2090, subtrahends 1080, horizontal presentation).
SU 2.25
[W]
SU 2.40
Identify the number sentence that represents a problem (basic facts, minuends 1118, subtrahends 19).
SU 2.30
[W]
SU 2.42
[W]
Find the missing minuend in a number sentence (minuends 09).
59
SU 2.45
[W]
SU 2.57
[W]
Subtract 10 from a number (minuends 1119).
Find the missing subtrahend in a number sentence (basic facts, minuends 1014).
SU 2.60 SU 2.47
Subtract 10 from a number (minuends 1119, horizontal presentation).
SU 2.50
[W] SU 2.62 [W]
Subtract a 1-digit number from a 2-digit number (minuends 1119, subtrahends 19, 2-digit differences, horizontal presentation).
SU 2.52
[W]

SU 2.65 [W]
Find the missing subtrahend in a number sentence (basic facts, minuends 1518).
SU 2.55
[W]
Subtract without regrouping (minuends 1119, subtrahends 19, 2-digit differences).
SU 2.67
[W]
60
SU 2.70
[W]
SU 2.82
[W]
Find the missing minuend in a number sentence (basic facts, minuends 1014).
Subtract without regrouping (minuends 110199, 2-digit subtrahends).
SU 2.72
[W] SU 2.85
Subtract a multiple of 10 from a 2-digit number (minuends 1199).
SU 2.75
[W] SU 2.87 [W]
Subtract using mental math (minuends 2199, subtrahends 19).
Subtract a 3-digit multiple of 10 from a number without regrouping (minuends 222999).

SU 2.77 [W]
Subtract 2-digit numbers without regrouping (minuends 2199).
SU 2.88
[W]
Subtract 100 from a 3-digit number.

SU 2.90 SU 2.80 [W] [W]
Find the missing minuend in a number sentence (basic facts, minuends 1518).
Subtract without regrouping (minuends, subtrahends 110999).
61
SU 2.92
[W]
SU 3.10
[W]
Subtract a 1-digit number from a 2-digit number with regrouping (differences 2098).
Subtract with regrouping (minuends 2094, horizontal presentation).
SU 3.15 SU 2.95 [W]
[W]
Subtract 3-digit multiples of 10 without regrouping (minuends 200990, subtrahends 100890).
Subtract with regrouping (minuends 2198, subtrahends 29, horizontal presentation).
SU 2.97
[W]
SU 3.20
[W]
Subtract 2-digit numbers with regrouping.
Find the missing minuend in a subtraction number sentence (minuends 1119).
SU 3.25 SU 3.00 [W]
[W]
Subtract 3-digit numbers without regrouping.
Find the missing subtrahend in a number sentence (minuends 1119).
SU 3.05
[W]
Subtract with regrouping (minuends 2098).
SU 3.30
[W]
Find the missing subtrahend in a subtraction number sentence (minuends 2199).
62
SU 3.35
[W]
SU 3.60
[W]
Subtract a 2-digit number from a 3-digit number with regrouping from the 100s place.
Find the missing subtrahend in a number sentence (minuends 2098, subtrahends 19).
SU 3.65
[W]
Subtract 3-digit numbers without regrouping.

SU 3.40 [W]
SU 3.70 SU 3.45 [W]
[W]
Subtract 2-digit numbers with regrouping.
Find the missing minuend in a number sentence (minuends 2199, subtrahends 19).
SU 3.75 SU 3.50 [W]
[W]
Subtract with regrouping (minuends 1099).
SU 3.55
[W] SU 3.80 [W]
Subtract with regrouping from the 10s place (minuends 110198, subtrahends 1189).
Find the missing subtrahend in a number sentence (minuends 1099, no regrouping).
63
SU 3.85
[W]
SU 4.10
[W]
Find the missing minuend in a number sentence (1099, no regrouping).
SU 4.15 SU 3.90 [W]
[W]
Subtract 3-digit numbers with regrouping from the 10s place.
Find the missing minuend or subtrahend (minuends 2098, subtrahends 19, regrouping from 10s place).
SU 4.20 [W]
SU 3.95
[W]
Subtract with regrouping from the 10s place (minuends 120198, subtrahends 111189).
SU 4.25 [W]
Subtract with regrouping (minuends 100198, subtrahends 999).
SU 4.00
[W]
SU 4.35 SU 4.05 [W]
[W]
Subtract 3-digit numbers with regrouping from the 10s and 100s places.
Subtract 3-digit numbers with regrouping from the 100s place (minuends 200989, subtrahends 110899).
64
SU 4.40
[W]
SU 4.70
[W]
Find the missing minuend in a number sentence (minuends 2098, subtrahends 1189, regrouping from 10s).
Subtract a 3-digit number from a 4-digit number with regrouping from 10s and 1000s places.
SU 4.45
[W] SU 4.80 [W]
Subtract a 2-digit number from a 3-digit number with regrouping from the 10s and 100s places.
Subtract a 3-digit number from a 4-digit number with regrouping from the 10s and 100s places (minuends 12001998, subtrahends 101899).
SU 4.50
[W]
SU 4.90
[W]
Subtract a 3-digit number from a 4-digit number with regrouping from the 10s and 100s places.
SU 4.60
[W]
Subtract a 3-digit number from a 4-digit number with regrouping from 10s and 1000s places (minuends 10101898, subtrahends 101989).
SU 5.00
[W]
Subtract 4-digit numbers with regrouping from the 10s and 100s places.
65
SU 5.10
[W]
SU 5.60
[W]
Subtract a 3-digit number from a 4-digit number with regrouping from 10s, 100s, and 1000s places (minuends 10001998, subtrahends 111999).
Subtract across zero (numbers with 0 tens, minuends 20009808, subtrahends 101909).
SU 5.80 SU 5.20 [W]
[W]
Subtract a 3-digit number from a 4-digit number with regrouping from 10s, 100s, 1000s places.
Subtract 4-digit numbers with regrouping from 10s, 100s, and 1000s places.
SU 6.00 SU 5.30 [W]
[W]
Subtract 4-digit numbers with regrouping from 10s and 1000s places.
Locate an integer on the number line (minuends 4 to 5, subtrahends 1 to 8, differences 5 to 1).
SU 5.40
[W]
SU 6.10
[W]
Subtract across zero (numbers with 0 tens, minuends 10001808, subtrahends 101909).
Subtract a number from 0 (subtrahends 110).
66
SU 6.20
[W]
SU 6.70
[W]
Subtract integers (minuends 010, subtrahends 110, differences less than 0).
Find the missing subtrahend in a number sentence (minuends 9, differences 0).
SU 6.80 SU 6.30 [W]
[W]
Subtract integers (minuends 20 to 10, subtrahends 010).
Subtract integers (minuends 019, subtrahends 120, differences less than 0).
SU 6.90
[W]
SU 6.40
[W]
Identify an equivalent expression (a b = a + b; 1 a, b 20).
Find the missing subtrahend in a number sentence (minuends 010, subtrahends 211).
SU 6.50
[W]
SU 7.00
[W]
Subtract integers (minuends 020, subtrahends 140).
Identify an equivalent expression (a b = a + (b); 20 a, b 1).
SU 6.60
[W]
Subtract integers using a number line.

SU 7.10 [W]
Subtract integers (minuends 20 to 20, subtrahends 0 to 20).
67
SU 7.20
[W]
SU 7.70
[W]
Identify an equivalent expression (a (b) = a + b; 1 a, b 10).
Evaluate a numerical expression (a (b); 10 a, b 0).
SU 7.80
[W]
Identify an equivalent expression ((a b) = a + b; 1 a, b 9).

SU 7.30 [W]
Evaluate a numerical expression ((a); 1 a 99).
SU 7.40
[W] SU 7.90 [W]
Subtract a number from 0 (subtrahends 20 to 20).
Identify an equivalent expression ((a b) = a + b; 1 a, b 9).
SU 7.50
[W]
SU 8.00 SU 7.60 [W]
[W]
Identify an equivalent expression (a (b) = a + b; 1 a, b 10).
SU 8.10
[W]
68
SU 8.20
[W]
SU 8.70
[W]
Evaluate a numerical expression ((a) + (b) (c); 9 a, b, c 9).
Evaluate a numerical expression ((a b); 1 a, b 9).
SU 8.80 SU 8.30 [W]
[W]
Compare sums and differences of positive and negative integers (a + b, a b, b a, b + a; 9 a, b 9).
Identify an equivalent variable expression (a (b c) = (a b) (a c)).
SU 8.90 SU 8.40 [W]
[W]
Identify an equivalent variable expression ((a b) = a + b).
Identify an equivalent numerical expression (a (b c) = (a b) (a c); 1 a, b, c 9).
SU 8.50
[W]
Identify an equivalent variable expression ((a b) = a + b).
SU 8.60
[W]
Evaluate a numerical expression ((a b); 1 a, b 9).
69
70
Speed Games Strand
The goal of the Speed Games strand is to increase the speed and accuracy of students' responses to basic addition, subtraction, multiplication, and division facts. When answering the basic facts becomes automatic for students, they are more apt to be successful solving more complex algorithms, operations with fractions, and word problems. This chapter discusses the content, presentation, and mastery criteria for Speed Games.
Content
The Speed Games strand contains 70 exercise sets of 10 facts each. Each set of facts is listed as a skill from levels 2.00 through 8.90 in Chapter 1 of this manual. Speed Games can provide nearly 300 minutes of exercises. The amount of time a student spends in Speed Games depends on the students mastery of the basic facts.
71
Presentation
When the Speed Games strand is active, the curriculum distribution and the students performance in the course determine when exercise sets from this strand are presented. Speed Games is not active during initial placement motion (IPM). Figure 1 shows the introductory screen when a Speed Games exercise is presented. This screen displays the student's last score and the best score for Speed Games, which for the first presentation of the strand are both 0. The student presses any key or clicks the mouse to begin the game.
Figure 1 Introductory screen
There are several formats for Speed Games. Figure 2 shows the hot air balloon format with a hot air balloon and a score box that reports the cumulative score after each response. The student receives the point value on the hot air balloon each time the correct answer is entered. A running session score appears in the score box.
Figure 2 Presentation screen
72
The points received for each correct answer depend on the speed of the student's response. In Figure 2, the student answered the fact correctly within the mastery time of three seconds. 25 points are given for a correct answer within the Speed Games mastery time. After the mastery time of three seconds has elapsed, the hot air balloon begins to descend. As it falls, the point value displayed on the balloon decreases by five points for each second past the mastery time. 20 points are given for correct answers within one second more than the mastery time, 15 points for correct answers within two seconds more than the mastery time, and so forth. The student times out after there has been no response within four seconds more than mastery time. No points are given for an incorrect answer or for a time-out. The system then displays the correct answer in black. In Figure 3, the student gave the answer within two seconds more than the mastery time and thus received 15 points.
Figure 3 Correct response within two seconds more than the mastery time
The standard mastery time is three seconds for single-digit addition responses. This time can be changed in the enrollment options when the course is first assigned or later on after the course has begun. The mastery time is automatically increased by one second for addition facts with two-digit answers, subtraction facts, and division facts. It is increased by one second for multiplication facts with twodigit answers.
Speed Games Strand
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Mastery Criteria
A Speed Games skill, that is a set of 10 facts, is mastered when 80% of the facts in the set have been answered correctly within the mastery time. All 10 facts in a set are presented even if mastery is reached before the tenth fact. A set of 10 facts is presented no more than four times before the student is moved ahead to the next Speed Games level. If a student is moved ahead without satisfying the mastery criteria, the number of skills not mastered in Speed Games is incremented by one. During a standard one-minute Speed Games presentation, a student may complete more than one set of 10 facts. If the first set is completed before the one-minute presentation time is over, another set of 10 facts will be presented. If a student is in a presentation of Speed Games when the standard one-minute presentation time is up, the student will be allowed to complete a set of 10 facts.
Reports
Each student's progress through the Speed Games strand is reported in the same manner as the other strands. Each fact during the Speed Games presentations counts as an exercise and appears on the reports.
Enrollment Options
The standard Speed Games presentation time is 60 seconds, and the mastery time is three seconds. These times can be adjusted in the enrollment options when the course is assigned or later on. If the Addition, Subtraction, Multiplications, or Division strands are set inactive for a given student, then no Speed Games exercises involving that operation are presented. If only the speed Games strand is set active, then all the exercises in the strand are available to the student. The closing screen reports the last and best scores at the end of the Speed Games presentation (after the standard 60 seconds).
74
Part Two
Application Strands
Introduction
The eight application strands in the Math Concepts and Skills 2 course cover essential topics in mathematics and give students practice applying their computational skills in these topic areas. This part consists of two chapters that pertain to the application strands in the Math Concepts and Skills 2 course. Chapter 3 lists the learning objective for each exercise in each application strand at every level. Samples of application exercises are also included. The strands are listed alphabetically, in the order shown in Table 2, below.
Table 2 Application Strands
Strand Name
Applications Geometry Measurement Number Concepts
Code
AP GE ME NC
Page
78 85 93 101
Strand Name
Probability and Statistics Problem-Solving Science Applications Word Problems
Code
PR PS SA WP
Page
116 123 129 132
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Each application exercise in the Math Concepts and Skills 2 course is based on a learning objective. This chapter contains a list of these objectives, organized by level within each strand. Each objective is labeled with a skill identifier that consists of a pair of letters for the strand code (see Table 2 on the previous page) and a number indicating the level. For example, GE 2.36 identifies a geometry exercise at level 2.36. The objectives on the reports correspond to those in the course, as identified here. On reports, the skill identifier is printed without the space or the decimal point, as in GE236. Worksheets, which have been adapted for each version of the course, are available for all learning objectives that are followed by [W]. The sample exercises shown with the objectives are examples of what a student may see online from a variety of randomly selected variables and graphic representations for each exercise.
77
Skill Objectives and Sample ExercisesApplications
AP 2.00
[W]
AP 2.30
[W]
Read a horizontal or vertical pictograph (46 items).
Express dimes as an equivalent number of pennies (15 dimes).
AP 2.40
[W]
Read and interpret a horizontal or vertical pictograph (46 items, fewest/most).
AP 2.10
Read a horizontal or vertical bar graph (46 items).
AP 2.50
[W]
Read and interpret a horizontal or vertical bar graph (46 items, fewest/most).
AP 2.20
Identify the bar graph that represents the data in a tally chart.
AP 2.60
[W]
Express 15 nickels as an equivalent number of pennies or 15 dimes as an equivalent number of nickels.
78
AP 2.70
AP 2.90
Read and interpret a horizontal or vertical pictograph (46 items, more/fewer/same number).
Identify the expression that solves a problem about data in a pictograph (addition/subtraction).
AP 2.80
[W] AP 3.00 [W]
Find how many more pennies or nickels it takes to make one dime.
Find the elapsed time (differences 16 hours, not across 12 oclock).
AP 2.85
Read and interpret a horizontal pictograph (5 items, more/fewer, scale = 2).
AP 3.20
[W]
Find the number of cents (1100 pennies, 120 nickels, or 110 dimes).
Skill Objectives and Sample ExercisesApplications 79
AP 3.40
[W]
AP 3.80
[W]
Read and interpret a vertical pictograph (5 items, fewest/most).
Compare an elapsed time to a given number of hours using <, >, or = (111 hours, not across 12 oclock).
AP 3.90 AP 3.60 [W]
Identify the items in a pictograph that represent a given fraction of the data (scale = 2).
Express nickels and pennies as an equivalent number of pennies, or dimes and nickels as an equivalent number of nickels (12 nickels and 29 pennies, or 12 dimes and 13 nickels).
AP 3.70
Make a pictograph to represent the data in a table (scale = 24).
AP 4.00
[W]
Find the value of a combination of pennies, nickels, and dimes (sums to 100 cents).
80
AP 4.20
[W]
AP 4.70
Read and interpret a horizontal or vertical pictograph (6 items, fewest/most).
Identify the minimum and maximum values on a line graph.
AP 4.80 AP 4.40 [W]
[W]
Compare an elapsed time to a given number of hours using <, >, or = (123 hours, across 12 oclock).
Find the average of 3 numbers.
AP 4.50
Read and interpret the data in a line graph.

AP 5.00 [W]
Find the dollar value of a set of nickels, dimes, or quarters (values 15 dollars).
AP 5.10
[W]
Add metric length or weight measurements expressed as decimals (to tenths, sums 210.8, regrouping).
AP 4.60 [W]
Find the time 1 to 5 hours before or after a given time (not across 12 oclock).
AP 5.20 [W]
Find the average of 3 numbers.
AP 5.30
[W]
AP 5.80
[W]
Subtract metric length or weight measurements expressed as decimals (to tenths, differences 1.28.9, regrouping).
Write the divisor needed to average 48 numbers.
AP 5.40
[W] AP 6.00 [W]
Read and interpret a vertical pictograph (8 items, fewest/most).

AP 5.50 [W]
Find the value of a combination of nickels, dimes, and quarters (values to $5.00).
Add metric length or weight measurements expressed as decimals (to tenths, sums 1019.8, regrouping).
AP 6.20 [W]
AP 5.60
[W]
Express yards and feet as an equivalent number of feet, or feet and inches as an equivalent number of inches (12 yards and 13 feet, or 12 feet and 124 inches).
Given an elapsed time, find the starting or ending time (elapsed time 15 hours, across 12 oclock).
AP 6.40 [W]
Find the average (45 numbers, each number 29, whole number averages).
AP 5.70
[W] AP 6.60 [W]
Subtract metric length or weight measurements expressed as decimals (to tenths, differences 0.17.9, regrouping).
Add metric measurements with unlike units and express the sum in terms of the smaller unit (cm + mm, m + cm, km + m, or kg + g).
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AP 6.80
[W]
AP 7.80
[W]
Find the perimeter of a rectangle (perimeters 2448 customary or metric units).
Find the volume of a box (volumes 60480 customary or metric cubic units).
AP 7.00
[W] AP 8.00 [W]
Find the average (34 numbers, each number 816, whole number averages).
Find the ending time given a starting time and an elapsed time (elapsed time 112 hours and 1055 minutes).
AP 7.20
[W]
Find the value of a combination of dimes, nickels, and/or pennies (values to $1.00).
AP 8.20 [W]
Find the area of a triangle (areas 272 square inches).

AP 7.40 [W]
Add metric measurements with unlike units and express the sum in terms of the larger unit (cm + mm, m + cm, km + m, or kg + g).
AP 7.60
[W]
AP 8.40
[W]
Find the area of a rectangle (areas 36144 customary or metric square units).
Estimate a dollar amount as a mixed number of millions of dollars (amounts $1,231,100$9,779,199).
AP 8.60
[W]
Find the total cost, given the price and the sales tax percentage (price = $30$70, tax = 68%).
AP 8.80
[W]
Find a students grade point average based on five grades (GPA 1.04.0).
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Skill Objectives and Sample ExercisesGeometry
GE 0.03
GE 0.45
Match geometric figures that have the same size, shape, and color (simple figures).
GE 0.06
Identify the picture to the left or right of a path.

GE 0.48
Match identical pictures.

GE 0.09
Compare the relative positions of geometric figures (inside and outside).

GE 0.51
Match geometric figures that have the same size and shape (simple figures in different colors).
GE 0.15
Compare the relative positions of pictures (inside and outside).

GE 0.54
Match pictures with shapes that are alike.

GE 0.18
Identify circles or squares (set of 4 circles, squares, triangles, and/or rectangles shown).
GE 0.57
Match the face of a geometric solid to a plane figure.

GE 0.21
Identify triangles or rectangles (set of 4 circles, squares, rectangles, and/or triangles shown).
GE 0.60
Extend a 1-2-1-2 pattern of pictures.

GE 0.24
Extend a 1-2-1-2 pattern of geometric figures.

GE 0.30
Identify a geometric figure (circle, triangle, rectangle, or square).

GE 0.63
Extend a 1-1-2-2 pattern of pictures.

GE 0.33
Identify the animal inside or outside a fence.

GE 0.69
Extend a 1-1-2-2 pattern of geometric figures.

GE 0.36
Match patterns of pictures.

GE 0.75
Compare the relative positions of pictures (top and bottom).

GE 0.39
Move puzzle pieces to fill empty spaces (2 pieces).

GE 0.78
Move puzzle pieces to fill empty spaces (4 pieces).

GE 0.81
Identify the object on the top, middle, or bottom shelf.

GE 0.42
Move puzzle pieces to complete a puzzle (2 or 3 pieces).

GE 0.84
Identify the object on the left or the right. Move puzzle pieces to complete a puzzle (5 pieces).
85
GE 0.87
GE 1.28
Identify pieces that match a given puzzle; then complete the puzzle (5 pieces).
GE 0.90
Identify the shapes that are alike among six closely related shapes.
GE 1.32
Match patterns of geometric figures.

GE 0.93
Identify 3-, 4-, and 5-sided figures.

GE 1.36
Identify the object that is the top, middle, or bottom one (audio only).
GE 0.97
Match pictures that show objects in the same relative position (left/right).
GE 1.44
Identify the figure that is a different color from a given figure.

GE 1.00
Determine whether points are outside, inside, or on a geometric figure.

GE 1.51
Match sets of points (points form outlines of geometric figures).

GE 1.04
Identify the figure that has a different number of sides from a given figure.
GE 1.54
Identify the object that is the top, middle, or bottom one.

GE 1.08
Match a plane figure to a geometric design that uses the figure.

GE 1.57
Identify circles or squares (set of 6 polygons, circles, and/ or ellipses shown).

GE 1.12
Match geometric figures that have the same shape and color (different sizes).
GE 1.60
Match geometric figures that have the same size and shape (irregular polygons in different colors).
GE 1.16
Extend a 1-2-2 pattern of pictures.

GE 1.63
Identify triangles or rectangles (set of 6 polygons, circles, and/or ellipses shown).

GE 1.20
Match geometric figures that have the same size and shape (irregular polygons in different orientations).
GE 1.69
Identify the figure that has a different shape.

GE 1.24
Extend a 1-1-2 or 1-2-2 pattern of congruent shapes.

GE 1.72
Match a picture to the geometric shape used in the picture.
Extend a 1-2-3 pattern of pictures.
86
GE 1.75
GE 2.06
Complete a 1-2-3 pattern of geometric figures (geometric solids in different sizes).

GE 1.78
Identify the figure that is not of a given type (rectangle or triangle).

GE 2.08
Match halves of figures (left/right).

GE 1.81
Count the geometric figures in a picture (triangles, rectangles, squares, or circles).

GE 2.10
Match geometric figures to sets of points (points form outlines of the figures).
GE 1.84
Match pictures showing the same relationship between a figure and a line (line passing through, just touching, or outside the figure).
GE 2.12
Match halves of figures (top/bottom).

GE 1.87
Identify the object that is near or far from another object.

GE 2.16
Identify pieces that match a given puzzle; then complete the puzzle (46 pieces).
GE 1.90
Identify animals inside or outside a convex fence. Identify a figure by name and color (triangle, rectangle, square, or circle).
GE 1.93 GE 2.18
Classify geometric figures by a shape attribute.

GE 2.20
Match geometric figures that have the same shape (different sizes and orientations).
GE 1.96
Match the angle formed by the arms of a clown to the angle formed by the hands of a clock.
GE 2.22
Match geometric solids that have the same size, shape, and color.
GE 2.00
Identify figures with attribute A but not attribute B (A = type of figure, B = color).
GE 2.24
Match a geometric figure to its name (circle, triangle, square, or rectangle).

GE 2.02
Identify line segments in 3- and 4-sided figures.

GE 2.26
Identify open and closed figures.

GE 2.28
Draw a line to divide a polygon into two figures (squares, triangles, and/or rectangles).
GE 2.04
Match geometric figures that have the same size and shape (concave polygons in different orientations).
Identify the object modeled by a geometric figure (circle, triangle, square, or rectangle).
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GE 2.30
GE 2.58
Count the lines passing through the center of a circle (1 4 lines).

GE 2.32
Match compound figures that have the same shape (different sizes).
GE 2.67
Identify concave and convex polygons.

GE 2.34
Identify the vertical line of symmetry.

GE 2.70
Identify the object that is behind or in front of another object (3-dimensional perspective).
GE 2.36
Count the corners (vertices) in a polygon (37 corners).

GE 2.73
Identify the horizontal line of symmetry.

GE 2.76
Extend a 1-2-3 pattern of geometric figures.

GE 2.38
Predict whether or not lines will intersect.

GE 2.77
Count the number of sides in a polygon.

GE 2.40
Identify a figure as a slide, flip, or turn of another figure.

GE 2.79
Identify figures with more or fewer than a given number of sides.

GE 2.42
Identify the figure that is the same size and shape as a given figure.
GE 2.85
Identify points on and not on a line.

GE 2.44
Identify corners (vertices) of polygons.

GE 2.46
Match the number of corners (vertices) to the name of a geometric figure.

GE 2.88
Move an object to a specified location (upper left, upper right, lower left, or lower right corner).
GE 2.50
Identify figures with attribute A or attribute B (A = type of figure, B = size).

GE 2.91
Identify the missing figure in a 1-2-?-2-1-2 pattern.

GE 2.53
Identify objects inside or outside a concave figure.

GE 2.95
Identify similar three-dimensional figures.

GE 2.55
Identify geometric solids (cones, cubes, or spheres).

GE 3.00
Identify a figure inside one region but outside another (regions are in a Venn diagram).
Identify line segments.
88
GE 3.10
GE 4.20
Identify congruent figures on a geoboard.

GE 3.20
Tell whether two figures are similar, congruent, or neither.

GE 4.23
Identify the missing picture in a 1-2-3-1-?-3 pattern.

GE 3.35
Identify parallel and perpendicular streets on a map. Draw a vertical or horizontal line of symmetry.
GE 3.50 GE 4.27
Identify parallelograms, rhombuses, and trapezoids. Tell whether or not a segment is a diagonal of a polygon.
GE 3.60 GE 4.30
Identify quadrilaterals that are parallelograms. Identify congruent figures.

GE 3.70 GE 4.35
Name geometric solids (cones, cubes, cylinders, pyramids, rectangular prisms, spheres).
GE 4.40
Connect points on a geoboard to copy a figure.

GE 3.80
Identify lines that are lines of symmetry.

GE 4.45
Draw all the diagonals of a polygon.

GE 3.85
Identify figures that do not have attribute A and do not have attribute B (A = type of figure, B = color).
GE 3.90
Determine whether an angle is larger than, smaller than, or the same size as a right angle.
GE 4.50
Find the volume of a three-dimensional figure by counting cubes.

GE 4.00
Identify vertices on a grid that determine a given figure (triangle, quadrilateral, rectangle, or square).
GE 4.60
Identify the quadrilaterals in a set of polygons and circles.

GE 4.05
Draw all the possible line segments between the points in a set (25 points).
GE 4.65
Identify a geometric solid (cylinder, pyramid, or rectangular prism).

GE 4.10
Identify polygons (triangles, quadrilaterals, pentagons, hexagons, octagons).

GE 4.70
Determine whether an angle is acute, right, or obtuse.
Match angles to their names.
89
GE 4.80
GE 5.30
Identify the figure that has attribute A but not attribute B (A = type of figure, B = color or A = color, B = type of figure).
GE 4.85
Draw one to two segments to divide a figure into two to four congruent parts.
GE 5.35
Determine whether a protractor is in the correct position.

GE 5.40
Identify right, acute, and obtuse angles in polygons.

GE 4.90
Give the measure of an angle (initial side at 0 degrees, measure 10180 degrees).
GE 4.92
Move two geometric figures to complete a puzzle (4 extra pieces shown).

GE 5.50
Count the vertices, edges, or faces of a prism or pyramid.

GE 5.55
Identify faces, edges, and vertices of solids.

GE 4.95
Select the appropriate protractor to measure an angle.

GE 5.60
Identify parts of a circle (center, radius, and diameter).

GE 5.00
Identify the polygon that is not similar to the others.

GE 5.70
Determine whether several line segments divide a figure into congruent parts.
GE 5.05
Measure an angle using the appropriate protractor. Count the points of intersection of two or more lines (0 5 intersection points).
GE 5.10 GE 5.80
Complete a drawing so it has line symmetry.

GE 5.85
Use a protractor to measure an angle.

GE 5.20
Identify a reflection (flip) of a set of geometric figures.

GE 5.90
Identify congruent angles.

GE 5.25
Identify the figure that is a counterexample to a statement.

GE 5.95
Draw parallel, perpendicular, or intersecting lines on a grid.

GE 5.27
Find the measure of an angle in a triangle or quadrilateral given the measurements of the other angles.
GE 6.00
Identify the pairs of parallel line segments in a geometric drawing.
Identify regular polygons.
90
GE 6.05
GE 6.80
Complete sentences about bases, faces, edges, and vertices of geometric solids.
GE 6.10
Draw an angle with a given measure.

GE 6.90
Identify the set of faces for a geometric solid.

GE 6.95
Identify a part of a circle (center, radius, chord, or diameter).

GE 6.20
Identify a reflection, a rotation, and a translation of a geometric figure.

GE 7.00
Find the missing angle measure in a triangle or quadrilateral.

GE 6.30
Identify basic line segment and angle constructions (copy and bisect a segment, copy and bisect an angle).
GE 7.10
Identify acute, obtuse, and right triangles.

GE 6.35
Identify the true statement about relationships among quadrilaterals (statements use all).
GE 6.40
Identify geometric solids (prisms, pyramids, cones, or spheres).

GE 7.20
Identify the cross section of a three-dimensional figure.

GE 7.30
Identify the better estimate for an angle measure (angle measure 10170 degrees).
GE 6.45
Decide whether a chain of reasoning is correct. Identify equilateral, isosceles, and scalene triangles.
GE 6.50 GE 7.40
Establish that vertical angles are congruent. Identify the quadrilaterals that are trapezoids or rhombuses.
GE 6.55 GE 7.50
Identify corresponding sides or angles of two similar figures.

GE 7.60
Form a proportion that can be used to solve for the height of an object.
GE 6.60
Establish that alternate interior angles are congruent for parallel lines.
GE 7.70
Measure complementary or supplementary angles and find the sum of the angle measures.
GE 6.70
Identify corresponding sides or angles of two similar figures.

GE 7.80
Given a true ifthen (conditional) statement, determine whether or not a conclusion is correct.
Find the missing angle measure in a diagram.
91
GE 7.90
Identify the net for a geometric solid.

GE 8.00
Find the measure of a corresponding angle in a congruent triangle given the measure of an acute angle in a right triangle.
GE 8.10
Solve a problem involving equal angle measures.

GE 8.20
Name a geometric solid (prisms/pyramids with polygonal bases).

GE 8.30
Identify the line(s) tangent to a circle.

GE 8.40
Identify the correspondence between two congruent figures.

GE 8.50
Order four angles by their measures.

GE 8.60
Establish that the opposite angles of an inscribed quadrilateral are supplementary.

GE 8.70
Identify the top, front, or side view of a threedimensional figure.

GE 8.80
Determine whether a plane is a plane of symmetry for a three-dimensional shape.

GE 8.90
Given a true statement, identify ifthen statements that must also be true.
92
Skill Objectives and Sample ExercisesMeasurement
ME 0.10
ME 0.95
Compare events according to duration, such as more or less time than.

ME 0.20
Find the number of cents (15 cents in pennies).

ME 0.98
Fill in the missing date on a calendar.

ME 1.00
Match objects of the same height (3 heights).

ME 0.30
Match objects of the same length (3 lengths).

ME 0.40
Identify the group of objects that is 15 nonstandard units long or tall.

ME 1.04
Match amounts of liquid in containers (3 amounts).

ME 0.50
Identify the coin worth 1, 5, 10, or 25 cents.

ME 1.08
Match sets of pennies to the number of cents (15 cents).

ME 0.55
Measure the length of an object to the nearest inch (26 inches).

ME 1.12
Identify the correct measurement tool to measure weight.

ME 0.60
Find the number of cents (69 cents in pennies). Identify a pair of objects that are not the same size.
ME 0.65 ME 1.16
Count to find how long or tall (29 nonstandard units). Identify the shortest or longest object.
ME 0.70 ME 1.20
Count squares to find the size (28 nonstandard units). Identify the tallest object.
ME 0.75 ME 1.24
Match the number of cents to the group of pennies (69 cents).

ME 1.28
Identify the biggest or smallest object.

ME 0.80
Count to find how far around (39 footsteps).

ME 1.32
Identify the container with the greatest or least capacity.

ME 0.85
Identify the object that is a different length.

ME 1.36
Identify the hour or minute hand of a clock.

ME 0.90
Count to find how tall (29 nonstandard units).
Identify nickels or dimes.
93
ME 1.40
ME 1.77
Find the amount of money shown (625 cents in pennies and nickels).
ME 1.44
Find the amount of money shown (1019 cents in pennies, nickels, and dimes).
ME 1.80
Identify the object that is a different height.

ME 1.48
Find the day a certain date occurs in that month.

ME 1.83
Count to find how tall and wide (25 nonstandard units).

ME 1.50
Tell time to the half-hour using an analog clock.

ME 1.86
Tell time to the hour using an analog clock.

ME 1.53
Identify an object given the height and width in nonstandard units.

ME 1.89
Find the amount of money shown (1150 cents in pennies and dimes).
ME 1.56
Select groups of objects that together have a given sum (sums 69).
ME 1.92
Show time to the hour using digital and analog clocks.

ME 1.59
Identify the coin equivalent to 5, 10, or 25 pennies.

ME 1.95
Fill a container to determine the capacity (nonstandard units).

ME 1.65
Identify an object given the height and width in customary units.

ME 1.97
Identify the set of coins worth 10 cents (pennies, nickels, and dime).
ME 1.68
Select appropriate unit (customary length, height, capacity, or weight).

ME 1.98
Show an amount of money (59 cents in pennies and nickels).

ME 1.71
Find the number of days in a given month. (Mondays, for example.)

ME 2.00
Count to find total length of two objects (nonstandard units, sums 25).
ME 1.74
Determine elapsed time (16 hours, start and end times on the hour, can cross 12 oclock).
ME 2.03
Estimate how tall and wide (25 nonstandard units).
Count to find the distance between two objects (28 nonstandard units).
94
ME 2.06
ME 2.42
Find the number of cents (1090 cents in dimes).

ME 2.09
Show amount of money another way (1024 cents in pennies, nickels, and dimes).
ME 2.45
Identify the shape with the greater perimeter (311 nonstandard units).
ME 2.12
Add cents to find a total amount of money (sums 29 cents).

ME 2.48
Find the number of cents (550 cents in nickels).

ME 2.15
Identify the smaller or bigger rectangle. Identify the rectangle of the same size and shape as a given rectangle.
ME 2.18 ME 2.50
Find the total length of 24 objects laid end to end (26 inches).
ME 2.52
Show an amount of money (1090 cents in dimes).

ME 2.21
Order a set of three events in time. Find equivalence of nickels and dimes (15 dimes).
ME 2.24 ME 2.54
Measure the length of an object to the nearest centimeters (312 cm).

ME 2.56
Add nonstandard units of capacity (sums 28).

ME 2.27
Show an amount of money (550 cents in nickels and dimes).

ME 2.30
Identify the day of the week that comes before or after a given day of the week.
ME 2.58
Identify the event that happened first.

ME 2.33
Find the sum of the areas of two figures (sums 38, nonstandard units).
ME 2.60
Subtract nonstandard units of capacity (differences 03).

ME 2.36
Measure two lengths and find the sum (sums 69 inches or 29 cm).
ME 2.62
Identify the objects that are shorter or taller than a nonstandard unit.
ME 2.39
Find the capacity of a container (310 nonstandard units).

ME 2.64
Show time to 5-minute intervals using digital and analog clocks.
Measure the length of an object to the nearest inch (16 inches).
95
ME 2.66
ME 2.88
Measure two lengths, write an addition problem, and find the sum (sums 212 cm).
ME 2.68
Select appropriate unit (metric length, capacity, or weight).

ME 2.90
Find the perimeter of a figure (310 nonstandard units).

ME 2.70
Read a thermometer to the nearest 10 degrees (Fahrenheit).

ME 2.94
Identify vertical distances (29 cm).

ME 2.72
Identify the thermometer showing the best estimate of temperature for a scene.
ME 2.97
Find the day of the week 25 days before or after a given day in the same week.
ME 2.74
Determine elapsed time (16 hours, start and end times on the hour or half-hour, can cross 12 oclock).
ME 3.00
Find the amount of money shown in coins (less than $1.00).

ME 2.76
Show time to the minute using digital and analog clocks.

ME 3.05
Identify the tool for a particular use (thermometers, scales, clocks).

ME 2.78
Find the amount shown (2590 cents in pennies, nickels, dimes, and quarters).
ME 3.10
Measure the length of an object to the nearest centimeter (412 cm).

ME 2.80
Find area of a rectangle in square centimeters (525 square cm).

ME 3.15
Identify the day of the week 15 days before or after a given day (across weekend).
ME 2.82
Show a decimal money amount in dollars and coins ($1.00$5.00).

ME 3.25
Add units of capacity (pints, sums 26).

ME 2.84
Show time 111 hours and 555 minutes before or after the time shown (analog and digital clocks).
ME 3.30
Identify the set of coins that has greater value (1675 cents in pennies, nickels, dimes, and quarters).
ME 2.86
Compare areas of figures that are made up of squares.

ME 3.40
Find the date (1st5th Sunday to Saturday).
Measure the length of an object (27 nonstandard units).
96
ME 3.50
ME 4.25
Show a money amount (2590 cents in pennies, nickels, dimes, and quarters).
ME 3.55
Show temperature to 5 degrees on a thermometer with a range of 0100.

ME 4.30
Identify another way to state the time (minutes before/ after the hour).
ME 3.60
Find the perimeter of a polygon (decimal numbers, metric units).

ME 4.35
Identify the reasonable length, width, and height of an object (inches, feet, and yards).
ME 3.75
Convert customary units of length (inches, feet, and yards).

ME 4.40
Identify which familiar object is heavier.

ME 3.80
Compare unlike customary units of length (inches, feet, and yards).

ME 4.45
Order the days of the week on a calendar.

ME 3.85
Identify the month that precedes or follows a given month.

ME 4.50
Count squares and half squares to find the area of a figure (square cm).
ME 3.90
Identify the reasonable capacity of an object (cups, pints, quarts, and gallons).
ME 4.53
Write the decimal notation for the value of a set of coins ($1.00$3.20).
ME 4.00
Order the months of the year consecutively, given a starting month.

ME 4.55
Measure the length of an object in centimeters or inches (whole numbers).

ME 4.05
Convert customary units of capacity (cups, pints, quarts, and gallons).

ME 4.57
Find the area of a simple figure using a grid (860 nonstandard units).
ME 4.10
Convert customary units of weight (ounces and pounds). Identify the reasonable weight of an object (ounces, pounds, and tons).
ME 4.15 ME 4.60
Find the time 550 minutes after the time shown (analog clock).
ME 4.65
Measure the length of a rectangle and given the width, find the perimeter (818 inches).
Compare customary units of capacity (cups, pints, quarts, and gallons).
97
ME 4.70
ME 5.20
1
Draw a line segment using a ruler (to /4 inch and 0.5 cm).
ME 4.75
Find the area of a rectangle using a formula.

ME 5.25
Compare unlike customary units of weight (ounces and pounds).

ME 4.80
Identify the reasonable capacity of an object (milliliters and liters).

ME 5.30
Identify a figure with a given area on a geoboard (415 square units).

ME 4.85
Select the appropriate ruler to measure vertical or horizontal lengths.

ME 5.35
Identify the reasonable length, width, or height of an object (millimeters, centimeters, and meters).
ME 4.90
Measure the length, width, or height of an object with a tape measure (yards, feet, inches, cm).
ME 5.40
Read the temperature on a thermometer to nearest degree (10 to +10 degrees).

ME 4.95
Convert metric units (mm, cm, m, km; mL, L; mg, g, kg).

ME 5.45
Find the length of one side of a triangle, given the perimeter and the lengths of two sides.
ME 5.00
Determine distances from scale drawings (inches-miles/ cm-km).

ME 5.50
Match digital times with descriptions (e.g., quarter to/ past).

ME 5.05
Find the fractional part of a recipe ( 1/2 , 1/3 , 1/4 , 1/6 , and 1/ ; whole number answer). 8
ME 5.60
Identify the reasonable mass for an object (grams and kilograms).

ME 5.10
Find a fraction of an hour in minutes ( 1/ , 1/ , 1/ , 2/ , or 4 3 2 3 3/ hour). 4

ME 5.63
Identify the expression for the perimeter of a figure.

ME 5.67
Estimate the area of a figure under a grid (311 square units).

ME 5.15
Read a bus schedule. Identify the fraction of a dollar a coin is worth (penny to half-dollar).
ME 5.70
Compare unlike metric units (mm, cm, m, km; mL, L; mg, g, kg).
98
ME 5.80
ME 6.80
Find the perimeter of a rectangle given the lengths of all sides.

ME 5.90
Find the area of a circle using a formula.

ME 6.90
Measure the length of a bar to the nearest 1/4 inch or 0.5 cm (answer in simplest form for inches).
ME 5.95
Find the volume of a rectangular solid by counting cubes and then multiplying (8252 cubic units).
ME 7.00
Identify rectangles with equal area when the dimensions are given.
ME 6.00
Add or convert customary weights; then compare the weights (pounds, tons).
ME 7.15
Find the area of a parallelogram using a formula.

ME 6.10
Find the fractional part of a recipe (multiply fraction and mixed number).
ME 7.30
Find the missing number in a budget showing income and expenses.

ME 6.20
Find the average of 35 customary weights or metric masses.

ME 7.40
Determine if the perimeter, area, or volume is needed to solve the problem.

ME 6.30
Convert units of time (seconds, minutes, hours, days, weeks, months, years).
ME 7.50
Find the area of a triangle using a formula.

ME 6.40
Find the volume of a rectangular or triangular prism given height and dimensions of base.
ME 7.60
Find the circumference of a circle using a formula.

ME 6.50
Find the volume of a cylinder using a formula. Find the volume of an irregular figure by counting cubes (424 cubic units).
ME 6.60 ME 7.70
Find the surface area of a cylinder or a sphere using a formula.

ME 7.80
Find the unit price given the units and total price (products 2 6 to 25 32).
ME 6.70
Show the equivalence of 12-hour and 24-hour times using digital and analog clocks (A.M. and P.M.).
ME 7.90
Find the time in one U.S. time zone given the time in another U.S. time zone.
Solve for time or distance using the distance formula.
99
ME 8.00
Convert between Fahrenheit and Celsius temperatures using a formula.

ME 8.10
Find the volume of a cone or sphere using a formula.

ME 8.20
Identify the expression for the sales tax on several items.

ME 8.30
Measure and use scale to find actual length of an object (mixed numbers, customary units).
ME 8.40
Identify similar triangles or rectangles on a grid.

ME 8.50
Choose the best estimate for the volume of a rectangular prism.

ME 8.60
Identify equilateral polygons with the same side lengths, given perimeters.
ME 8.70
Identify example of a given relationship between area and perimeter.
100
Skill Objectives and Sample ExercisesNumber Concepts
NC 0.01
NC 0.47
Match objects to show a one-to-one correspondence (25 objects).

NC 0.05
Make a group with one fewer object than a given group (69 objects).
NC 0.50 [W]
Identify a group with the same number of objects as a given group (15 objects).
NC 0.10
Enter numerals for whole numbers (15).

NC 0.52 [W]
Count objects arranged in a row (15 objects).

NC 0.55
Identify a group with more objects than a given group (15 objects).
NC 0.15
Match a digit to the number of objects in a group (05). Identify a group with fewer objects than a given group (15 objects).
NC 0.20 NC 0.57
Count objects that are not arranged in a row (15 objects).

NC 0.60 [W]
Move objects to show a one-to-one correspondence (15 objects).

NC 0.25
Count specific objects combined with different objects (16 objects).

NC 0.62
Make a group with the same number of objects as a given group (15 objects).
NC 0.30
Identify a written number from a spoken number (15).
Make a group with one more object than a given group (15 objects).
NC 0.65 NC 0.35
Make a group with one to five objects.

NC 0.67
NC 0.40
Find the next number in a sequence, counting by 1s (15).
Make a group with the same number of objects as a given group (69 objects).
NC 0.45
101
NC 0.70
[W]
NC 0.90
[W]
Find a missing number in a sequence, counting by 1s (15).
Find the next number in a sequence, counting by 1s (19).
NC 0.92 NC 0.72
[W]
Identify the nth object in a sequence (1st5th).

NC 0.75 [W]
Find the number that comes before a given number, counting by 1s (19).
Enter numerals for whole numbers (19).

NC 0.77 [W]
NC 0.95
Order four numbers from least to greatest (19).

NC 0.97 [W]
Count objects that are not arranged in a row (69 objects).

NC 0.80
Identify a written number from a spoken number (69).
NC 0.99 NC 0.82
Identify a set of tally marks that represents a total (19).

NC 1.00
Make a group with 6 to 9 objects.

NC 0.85
Identify a number that is greater than or less than a spoken number (19).
Make a group with the same number of objects, with more objects, or with fewer objects than a given group (19 objects).
NC 1.02
NC 1.05 NC 0.87
Identify the number with the greatest value (19).
NC 1.07
Identify the group that matches the number at the top (1 to 5 objects).
102
NC 1.10
[W]
NC 1.32
[W]
Count objects arranged in rows (19 objects).

NC 1.12 [W]

NC 1.35
Count specific objects that are combined with different objects (69 objects, 26 different objects).
NC 1.15

NC 1.37
Identify the group with the greatest number of shapes of a given type (16).
NC 1.17 [W]
Identify the ordinal word for the nth object in a sequence (1st5th).
NC 1.40
Move objects so that a specific object is in the nth place (1st5th).

NC 1.42 [W]

NC 1.20
Find a missing number on a number line (09).

NC 1.22
Find a number that is one fewer or one greater than a given number (19).
NC 1.45
[W]
Find a missing number in a sequence, counting by 10s (10100, pictorial models of 10s).
NC 1.25
Find two numbers within a range (19).

NC 1.27 NC 1.47 [W]
Identify the number of objects for a word name. (1 to 9 objects).

NC 1.30
Find a number equal to 19 ones.
Identify a number, model, or word with the same value (19, audio presentation).
103
NC 1.50
[W]
NC 1.65
[W]
Find how many ones equal a number (19).
Find a number equal to 19 tens and 19 ones.
NC 1.52
[W] NC 1.67 [W]
Find a number equal to 19 tens.
Find how many tens and ones equal a number (2-digit).
NC 1.55
[W]
NC 1.70
[W]
Find how many tens equal a multiple of ten (1090).
NC 1.57
Find the total number for groups of objects (1099, pictorial models of 10s and 1s).
NC 1.60
NC 1.72
[W]
Identify a written number from a spoken number (2-digit).
NC 1.75 NC 1.62
[W]
Use base-ten blocks to show a number (2-digit).
NC 1.77
Find a number that is one fewer or one greater than a given number (2-digit).
104
NC 1.80
NC 2.15
Identify four numbers ordered from least to greatest (2-digit).

NC 1.82
Find two numbers that make an inequality true (09).

NC 2.20
Identify the nth object in a sequence (6th10th).

NC 1.85
Identify a number with a given digit in the ones or tens place.
Identify the ordinal word for the nth object in a sequence (6th10th).
NC 1.87 NC 2.25
Move objects so a specific object is in the nth place (6th10th).

NC 1.90
Find a missing number for a point on a number line (2-digit).

NC 2.30
Find the sum or difference, when ones or tens are added to or subtracted from a number (2-digit, base-ten block models).
NC 1.95
Find two numbers that make an inequality true (2-digit).

NC 2.35
Find two numbers within a range (2-digit).

NC 2.40
Find two numbers when given a riddle with placevalue clues (2-digit).
Identify the greatest or least number (2-digit).

NC 2.45
Find the difference between two numbers using mental math (2-digit).
NC 1.97
Identify a 2-digit numeral, model, or expression that has a different value.

NC 2.50 NC 2.00 [W]
Enter the numeral for a word name (2-digit).

NC 2.52
Find a missing number in a sequence, counting by 10s (2-digit, nonmultiples of 10).

NC 2.10
Find a missing number in a sequence of even or odd numbers (2-digit).
Identify a number on a number line between two given numbers (19).
105
NC 2.55
[W]
NC 2.75

NC 2.77
Enter a 3-digit number in a place-value chart (base-ten block models 100s, 10s, 1s).
NC 2.80 NC 2.57 [W]
Find a missing number in sequence, counting up or down by 5s (2-digit).

NC 2.60
Identify a number with a given digit in the ones, tens, or hundreds place.
Identify the multiple of 5 that is closest to a number (1124).

NC 2.82 NC 2.62
Identify the multiple of 5 that is closest to a number (2594).

NC 2.65
Find a number equal to 19 hundreds, 09 tens, and 09 ones.
Find a number equal to 19 hundreds.

NC 2.85
Find a number that is one fewer, one greater, just before, or just after a given number (3-digit).
NC 2.67
Find how many hundreds equal a multiple of 100 (100900).
NC 2.87
Find the sum or difference when ones, tens, or hundreds are added to or subtracted from a number (3-digit, baseten block models).
NC 2.69
Identify a word name for a 3-digit number.

NC 2.70
NC 2.90
Identify the number, model, word name, or expanded notation that has a different value (3-digit).
Find the total number for groups of objects (3-digit, pictorial models of 100s, 10s, 1s).
NC 2.72
Identify a written number from a spoken number (3-digit).
106
NC 2.92
NC 3.18
Identify the greatest or least number (3-digit).
Round two-digit numbers to the nearest ten.

NC 3.20 [W]
Identify four numbers that are in consecutive order (100999).

NC 2.95 NC 3.25 [W]
Find a number between two numbers (1999).
Count by 2s, 4s, 5s, or 10s (220, 440, 550, 80200).
NC 2.97
Identify four numbers that are in consecutive order (3-digit).

NC 3.00 [W]
NC 3.30
[W]
Identify the missing operation in a number sentence (addition and subtraction facts).

NC 3.02
Identify whole numbers on a number line that are between two numbers (010).
NC 3.04 NC 3.33
Find a number of objects behind the nth object in a line (15 20 objects).
NC 3.05 [W]

NC 3.35 [W]
Enter a 3-digit number in a place-value chart (pictorial models of 100s, 10s, 1s).
NC 3.10 [W]
Identify a number with a given digit in the ones, tens, hundreds, or thousands place.
Identify the greatest or least number (100999).

NC 3.40 NC 3.15 [W] [W]
Identify a number that is either before or after a number, or between two numbers, or closer to one number than another (101999).
Find the missing numbers on a number line, counting by 3s, 9s (381).
107
NC 3.45
[W]
NC 3.60
[W]
Identify a missing number in an addition and subtraction fact family.
Identify related addition and subtraction number sentences that can be used to solve a problem (fact families).
NC 3.48
Round 3-digit numbers to the nearest hundred.

NC 3.50 [W] NC 3.65 [W]
Find a missing number on a number line (100999).
Enter the numeral for a word name (100999).
NC 3.67
Identify a word name for a 4-, 5-, or 6-digit number.

NC 3.52
Identify the expanded notation of a 4-digit number.

NC 3.55 [W]
NC 3.70
[W]
Use less than or greater than symbols to compare numbers (10009999).
Match a Roman numeral to an Arabic numeral; find the missing numbers in an expression showing the value of a Roman numeral (111).
NC 3.57
Order four numbers from least to greatest (10009999).
NC 3.72
Identify a number with a given digit in the ones to hundred thousands place.
NC 3.74
Identify the expanded notation of a 5- or 6-digit number.
108
NC 3.75
[W]
NC 3.95
[W]
Find a number equal to 19 hundreds, 09 tens, and 09 ones.
Identify the best estimate for a sum of two addends (round to the nearest 10).
NC 3.80
[W] NC 3.97
Identify an Arabic numeral equivalent to a Roman numeral (120).
Identify an expression whose sum is odd or even (basic facts).

NC 3.99
Identify odd or even numbers (2- or 3-digit).

NC 4.00 [W]
NC 3.82
Find two numbers given a riddle with place-value clues (2-digit).
Identify the missing operation in a number sentence (sums 2099, differences 1070).
NC 3.85
[W] NC 4.05 [W]
Identify whether a number is even or odd (299).
Count by 2s, 3s, or 10s (11209, nonmultiples of 2, 3, 10).
NC 3.90
[W] NC 4.10 [W]
Find a number equal to 19 thousands, 09 hundreds, 09 tens, 09 ones.
Identify a point on a coordinate grid given an ordered pair, or identify the ordered pair for a point.
NC 4.15 [W]
Count by 5s, 6s, or 7s (up to 70).
109
NC 4.20
[W]
NC 4.45
[W]
Round 2- or 3-digit numbers to the nearest ten.
Enter a number for a word name (4-digit).
NC 4.25
[W]
Identify a missing number in related addition and subtraction number sentences (2-digit sums, 2-digit differences).
NC 4.50
[W]
Identify a number that is divisible by a given factor (numbers 281, factors 29).
NC 4.53
Identify the number that is both odd and a multiple of 3, 5, 7, or 9.

NC 4.30 [W] NC 4.55 [W]
Count by 8s or 9s (up to 90).
Identify a group of numbers that are between, less than, or greater than a given number (101999).
NC 4.35
[W]
Identify the value of a given digit in a 4-digit number.
NC 4.40
[W]
NC 4.60
[W]
Find the total number of people in a line given the nth position of a person and the number of people in front of or behind him or her. (815 people).
Identify numbers that are multiples of a given number (basic facts).
NC 4.43
Identify a number with a given digit in the thousands to hundred millions place.
110
NC 4.65
[W]
NC 4.90
[W]
Enter a 5- to 7-digit number in a place-value chart (10,0009,999,999).
Enter a 5- to 9- digit number in a place-value chart when given the word name.
NC 4.70
[W]
NC 4.95
[W]
Identify the complete set of factors for a number (225).
Identify a number when given a word name (10,000999,999).
NC 4.75
[W] NC 5.00 [W]
Identify a number that is 1 or 2 greater than or less than a given number (5- or 6-digit).
Find the coordinates for a point on a grid.

NC 5.05 NC 4.80 [W] [W]
Multiply whole numbers by powers of ten (1- to 5-digit 10 to 100,000).
Find the factors of a number and determine if the number is prime or composite (330).
NC 4.85
[W] NC 5.10 [W]
Identify the missing operation in a number sentence (basic facts, all operations).
Determine if a sum or difference is odd or even (1- or 2-digit).
111
NC 5.20
[W]
NC 5.60
[W]
Identify related multiplication and division number sentences that can be used to solve a problem (fact families).
Identify equivalent decimals (one, two, or three decimal places).
NC 5.65
Determine if the sum, difference, or product of two numbers is even or odd.

NC 5.30 [W] NC 5.70 [W]
Round a 3-, 4- or 5-digit number to the nearest hundred.
Find the prime factors of a number using a factor tree (232).

NC 5.80 [W]
Identify a common factor of two numbers (481).

NC 5.40 [W]
Estimate the answer to an addition, subtraction, multiplication, or division problem (round to the nearest hundred or thousand).
NC 5.90 [W]
Enter a decimal number in a place-value chart (tenthsthousandths).
NC 5.50
[W]
Identify a number given the expanded notation (5- to 9-digit).

NC 6.00 [W]
Find a missing number in an equation using the commutative and associative properties of addition.
NC 5.55
Identify the digits in a given period in a place-value chart (ones to billions).
112
NC 6.10
[W]
NC 6.60
[W]
Find the answer to a problem using the order of operations.
Find the expanded notation of a 6-digit number or find the number for an expanded notation.
NC 6.20
[W]
Identify a point on a coordinate grid given the ordered pair.

NC 6.25
NC 6.70
[W]
Find the standard form of a number raised to a power (numbers 110, exponents 15).
Identify the prime factorization of a 2-digit number.

NC 6.30 [W] NC 6.80 [W]
Identify decimals or fractions that are not equivalent to a given decimal or fraction (tenths to thousandths, mixed numbers).
Estimate the product of three factors (1000350,000).
NC 6.40
[W]
NC 6.85
Estimate the sum, product, or quotient in problems with fractions (round to nearest whole number).
Match an expression with repeated factors to a number in exponential form.

NC 6.90 [W]
Determine if a number is divisible by another number using a divisibility rule (divisors 2, 3, 4, 5, 6, 8, 9, 10).
NC 6.50
[W]
Identify the common multiples for two or three numbers (220).

NC 6.95
Identify the least or greatest integer (10 to 10).
113
NC 7.00
[W]
NC 7.50
[W]
Identify a list of decimal numbers ordered from least to greatest.
Find the common multiple of two numbers given the prime factorization.
NC 7.60 NC 7.10 [W]
[W]
Multiply or divide two numbers with exponents (exponents less than 18).
Estimate the sum, difference, product, or quotient in a problem (round to the nearest thousand).
NC 7.20
[W]
NC 7.70
[W]
Identify prime and composite numbers (1- or 2-digit).
Find the greatest common factor for two or three numbers (650).
NC 7.30
[W]
NC 7.80
[W]
Round 4- to 5-digit numbers in context (round to the nearest thousand).
Find a missing exponent in a multiplication or division number sentence.
NC 7.90 NC 7.40 [W]
[W]
Find three factors of a given number (50450).
Find the least common multiple of two or three numbers (212).
114
NC 7.95
[W]
NC 8.40
[W]
Find the scientific notation of a number given the standard form (exponents 16).
Find a decimal number that is either greater than or less than two decimal numbers (to thousandths).
NC 8.00
[W] NC 8.50 [W]
Identify equivalent representations of numbers (percents, fractions, decimals, scientific notation).
Identify prime and composite numbers.

NC 8.60 [W]
Find the square root of a number using a calculator (numbers to 4000).
NC 8.10
[W]
Find a missing number in an arithmetic sequence, counting by 3s to 8s (200 to 200).
NC 8.70
[W]
Find the standard form of a number given the scientific notation (exponents 16).
NC 8.80 NC 8.20 [W]
[W]
Identify a number not equivalent to four others (percents, decimals, fractions).
Find the missing exponent in scientific notation (exponents 16).
NC 8.90 NC 8.30 [W]
[W]
Find a missing number in a geometric sequence, multiplying by 2s to 5s (first number 15).
Identify the best estimate for a quotient or a product using compatible numbers (decimal dividends and divisors and factors).
115
Skill Objectives and Sample ExercisesProbability and Statistics
PR 0.90
PR 1.30
Read a pictograph (3 categories, 19 items per category).

PR 1.00
Construct the height of three bars that represent three columns from a vertical bar graph.
Give the height of a bar that represents one column from a vertical bar graph.
PR 1.40
Construct and label a vertical bar graph and analyze the data in the graph.
PR 1.10 PR 1.50
Label the height of three bars that represent three columns from a vertical bar graph.
Complete a vertical bar graph from a table and analyze the data in the graph.
PR 1.60
Show that the shorter or taller bar in a two-column vertical bar graph represents the category with fewer or more items.
PR 1.70
Fill in a table from a vertical bar graph.

PR 1.80 PR 1.20
Draw the height of a bar that represents one column from a vertical bar graph.
Identify the two-column vertical bar graph that shows one category has fewer than, the same number as, or more than the other category.
PR 1.90
Identify a vertical bar graph that represents the data in a table.

PR 2.00
Identify the vertical bar graph that shows a strictly increasing or decreasing trend.
116
PR 2.10
PR 2.55
Identify the table that represents the data in a vertical bar graph.
PR 2.15
Determine whether a chronological event is certain or impossible.

PR 2.20
Within the context of selecting without replacement from an array of three cards, each having a unique picture on one side, label a particular outcome as certain, possible, or impossible, depending on the current state of information.
PR 2.60
Label the categories of a vertical bar graph based on data from a table.
PR 2.25
Construct a vertical bar graph based on data from a horizontal bar graph.
PR 2.65
Given information about a current situation, classify a future event as being certain, possible, or impossible.
PR 2.30
Within the context of selecting without replacement from a cup containing three balls, each of a different color, label a given event prior to each selection as certain, possible, or impossible, depending on the current state of information.
PR 2.70
Collect, tally, and analyze the data by uncovering picture cards.

PR 2.35
Identify the number of categories in a vertical bar graph that are less than, equal to, and greater than a given value.
PR 2.75
Within the context of repeated selections without replacement from a bag containing two balls of the same color, label events (including one not in the original sample space) as certain or impossible.
PR 2.40
Label the categories of a table based on data from a vertical bar graph.
PR 2.45
Within the context of repeated selections without replacement from a bag containing two balls of different colors, classify any given outcome (including one not in the original sample space) as certain, possible, or impossible.
PR 2.80
Given a sentence describing an observed event, label the future occurrence as certain, possible, or impossible.
PR 2.50
Construct a horizontal bar graph based on data from a vertical bar graph.
PR 2.85
Collect, tally, and graph the results generated by a spinner.
Within the context of repeated selections without replacement from an array of three cards, each having a unique picture on one side, label each outcome as certain, possible, or impossible, depending on the current state of information.
117
PR 2.90
PR 3.60
Label categories in a horizontal bar graph based on a vertical bar graph.

PR 2.95
Select a circle graph whose sectors are in the same proportions as the data displayed in a given table.
PR 3.70
Using an animated graphic representation of a machine that loads candies of different colors into a bag, prepare a bag of candies whose contents are specified by the total number of candies to be included, and indicate whether a particular color will be certain, possible, or impossible.
PR 3.00
Using a graphical representation of an urn and a set of balls of two colors, modify a random experiment so that the qualitative probability of getting one color is greater than that of getting the other color.
PR 3.80
Analyze a bar graph to find the number of bars that fall within a given range.
PR 3.10
Select a table that contains data that are in the same proportions as the sectors of a graph.
PR 3.90
Given a graphical representation of an urn containing colored balls, indicate whether an event is certain, possible, or impossible.
PR 3.20
Given a graphical representation of an urn containing balls of three colors, determine qualitatively which event is more probable to occur.
PR 4.00
Identify the mode of a set of data.

PR 4.10
Analyze a line plot to find the total number of items that fall at, above, or below a given value.
PR 3.30
Given a graphical representation of an urn containing balls of two colors, determine qualitatively which color is more probable to be randomly selected (58 times as many balls of one color as of the other color).
PR 3.40
Given the graphical representation of an urn containing balls of two colors, represent on a qualitative ordinal scale the probability of an event (611 balls in the urn).
PR 4.20
Find the range of a set of data.

PR 4.30
Find the value of a row of a scaled pictograph (2, 5, or 10 items per picture).
PR 3.50
Given the graphical representation of an urn containing balls of two colors, represent on a qualitative ordinal scale the probability of an event (25 balls in the urn).
PR 4.40
Given a graphical representation of an urn containing balls of two colors, determine qualitatively which color is more probable to be randomly selected (24 times as many balls of one color as of the other color).
Find the median of a set of data for instances in which the number of elements in the set are odd.
118
PR 4.42
PR 5.10
Find the median of a set of data for instances in which the number of elements in the set are even and the two middle values of the set are equal.
PR 4.44
Given a graphical representation of an urn containing balls of two colors, prepare a random experiment with a different composition in which the qualitative probability of getting one color is equal in both urns.
PR 5.20
Find the median of a set of data for instances in which the number of elements in the set are even and the two middle values of the set are not equal.
PR 4.50
Find the amount of increase or decrease between two points in a line graph.
PR 5.30
Given a graphical representation of an urn containing balls of two colors, represent on a qualitative ordinal scale the probability of an event and its complement.
PR 4.60
Within the context of an urn containing balls of two colors, begin to apply the theoretical probability of an event as the ratio of the number of possible outcomes favorable to the event to the total number of possible outcomes.
PR 5.40
Find the sum of two rows of a scaled pictograph (2, 5, or 10 items per picture).
PR 4.70
Analyze and interpret information displayed in a double-bar chart.

PR 5.50
Given a graphical representation of two bowls containing different compositions of marbles of two colors, select the urn in which an event is qualitatively determined to have a higher probability.
PR 4.80
Compare the amounts of two rows in a pictograph (2, 5, or 10 items per picture).
PR 4.90
Within the context of selecting without replacement from an urn containing balls of two colors, indicate the effect of changes on the probability of the event in both the number of possible outcomes favorable to an event and the total number of possible outcomes.
PR 5.55
Given a graphical representation of two urns containing colored balls of different, but equivalent compositions, qualitatively determine whether the probability of an event is equal in both urns.
PR 5.00
Verify using the classical definition of probability that the probability measure assigned to the certain event and the impossible event is 1 and 0, respectively.
PR 5.60
Generate and count the number of data items on a stemand-leaf plot.

PR 5.62
Find the range of a set of data represented in a line graph.
Locate a given value on a stem-and-leaf plot (099).
119
PR 5.64
PR 6.22
Locate a given value on a stem-and-leaf plot (0|0 to 9|0).

PR 5.66
Compare the data in two bar graphs and identify the greatest or least value in a given category.
PR 6.30
Identify the value of a data item on a stem-and-leaf plot.

PR 5.70
Find the difference between the sums of data found in two bar graphs.
PR 6.40
Given a graphical representation of two urns containing colored balls, use theoretical probability to compare two equivalent random experiments (using fractions).
PR 5.80
Begin to apply theoretical probability to derive the probability of a contrary event (complement of an event).
PR 6.50
Find the frequency of a single outcome on a stem-andleaf plot.

PR 5.82
Using a graphical representation of an urn and a set of colored balls, prepare a random experiment for which the probability of getting one color has a prescribed value.
PR 6.60
Find the frequency of a tens digit occurring on a stemand-leaf plot.

PR 5.84
Find the five values (upper and lower extremes, median, and upper and lower quartiles) from a set of data that are needed to create a box-and-whiskers plot.
PR 6.70
Find the frequency of a ones digit occurring on a stemand-leaf plot.

PR 5.90
Given a graphical representation of two urns containing colored balls, use theoretical probability to compare two equivalent random experiments (using decimals).
PR 6.00
Given a random experiment represented graphically by a spinner, prepare an equivalent random experiment using a representation based on an urn and colored balls.
PR 6.80
Identify the box-and-whiskers plot that matches a given set of data.

PR 6.82
Predict an outcome based on the trend shown in a series of bar graphs.

PR 6.10
Identify data sets that match the data represented in a given box-and-whiskers plot.
PR 6.90
Given a graphical representation of two urns containing colored balls, use theoretical probability to compare two equivalent random experiments (using percents).
PR 6.20
Identify a range that best estimates a set of data found in a bar graph.
Using a graphical representation of an urn containing balls of four colors, begin to apply the addition rule for computing the probabilities of inclusive classes using light and dark colored balls.
120
PR 6.95
PR 7.80
In the context of tossing a coin, use a tree diagram to identify the possible outcomes of two coin tosses, performed successively and simultaneously, and use theoretical probability to compute the probabilities of events defined by two coin tosses.
PR 7.00
Identify and count the combinations of two outcomes.

PR 7.90
Select the best sample for making a given conclusion.

PR 8.00
Complete a frequency table; find a fraction of the total (sums 1248).

PR 7.10
In the context of drawing name cards from a box in which cards bearing the same name may appear more than once, compute the probability of a given name being drawn.
PR 8.10
Read and interpret a line graph.

PR 7.20
Complete and interpret a pictograph.

PR 7.30
Given a graphical representation of two spinners, select the spinner for which a given event has the highest probability of occurring.
PR 8.15
Read and interpret data from a circle graph with percents.

PR 7.40
Given the probabilities of winning different contests, select the contest having the highest probability of winning.
PR 8.20
Given a graphical representation of a spinner, count the number of possible outcomes and complete a list of all the outcomes.
PR 7.50
Given a coordinate grid to represent outcomes of tossing a pair of dice, graphically identify the point that represents a given pair of outcomes.
PR 8.25
Calculate the range, mean, median, and mode (1-digit numbers).

PR 7.60
Given a coordinate grid to represent outcomes of tossing a pair of dice, graphically identify all points that represent the sum given for a pair of outcomes.
PR 8.30
In the context of randomly selecting a card that has one of two pictures on it, compute the probability of each picture being selected from a set of cards (total of 47 cards).
PR 7.70
Given a coordinate grid to represent outcomes of tossing a pair of dice, compute theoretical probability of an event defined by the sum of a pair of outcomes.
PR 8.40
Given a graphical representation of a spinner partitioned into sectors of different sizes, each containing one of several possible pictures, label events as certain or impossible or pairs of events as more, less, or equally likely.
Find and compare the average variation of two sets of data.
121
PR 8.50
Identify positive, negative, or no association for sets of actual data.

PR 8.60
Make predictions based on a sample.

PR 8.70
In the context of repeating an experiment in which two outcomes are possible, label the probability of each independent outcome and use the multiplication rule to label the probability of a combination of two outcomes.
PR 8.80
In the context of repeatedly selecting from an urn containing colored balls, label a pair of events as independent or dependent.
PR 8.90
Given information about a situation in which items are selected from a container without replacement, label the probabilities of given outcomes in a first and second selection.
122
Skill Objectives and Sample ExercisesProblem-Solving
PS 0.20
PS 2.15
Use logical reasoning to identify the item that does not belong in a group.
PS 0.50
Identify a picture that represents a subtraction problem (basic facts).
Identify a picture that represents an addition problem (addends 13).

PS 0.70
Write a number sentence for an addition problem (sums 25).

PS 1.00 PS 2.20
Write a number sentence for an addition problem (sums 210).

PS 1.20
Make a picture to solve a division problem (basic facts).

PS 2.25
Find the missing number in a sequence, counting by 5s or 10s.

PS 1.50
Make a picture to solve a multiplication problem (basic facts).
Use a picture to solve a missing addend problem (sums 26).

PS 1.70
Use logical reasoning to solve a problem with ordinal numbers (1st4th).

PS 2.10
Memorize the locations of three objects.
123
PS 2.30
PS 2.45
Act out a problem to find the sum (basic facts).
PS 2.35
PS 2.50
Choose an expression that can be used to solve an addition problem with extra information; then solve.
Identify a number sentence that can be used to solve a problem with extra information (addition and subtraction facts).
PS 2.40
Use guess and check to solve a problem (addition and subtraction facts).
PS 2.55

PS 2.60
Identify a picture that represents a subtraction problem (1- or 2-digit).
124
PS 2.65
PS 2.80
Identify a picture that represents a division problem (basic facts).
Use guess and check to solve a riddle.
PS 2.85
Act out a problem to find the sum (three 1-digit addends).
PS 2.70
Identify a picture that represents a multiplication problem (basic facts).
PS 2.90
Identify a number sentence that could be used to solve a problem (addition and subtraction facts).
PS 2.75
Choose an operation to solve a problem with extra information; then solve (addition or subtraction).
PS 2.95
Memorize the locations of two out of three objects.

PS 3.00
125
PS 3.10
PS 4.00
Identify a possible question for a problem when given two facts.

PS 3.20
Memorize the locations of four objects.

PS 4.10
Identify a number sentence that can be used to solve an addition, a subtraction, or a multiplication problem (1- or 2-digit).
PS 3.30
Use a calculator to show a method that can be used to solve a problem.

PS 4.20
Work backward to solve a problem with a missing number.

PS 4.23
Identify a picture that can be used to solve a problem (addition or subtraction facts).
PS 3.35
Choose a method to solve a multiplication problem with extra information.

PS 4.25
Use logical reasoning to sequence a series of activities.

PS 3.40
Use logical reasoning to follow directions to find a location on a map.

PS 3.45
Choose a method to solve a division problem with extra information.

PS 4.30
Solve a three-step problem when given the first number and the three steps.
PS 3.60
Use logical reasoning to identify which rotated object is part of a pair.

PS 4.33
Determine the reasonableness of a sum or difference.

PS 3.80
Identify a number sentence that could be used to solve a multiplication problem.

PS 4.37
Use pictures to solve a two-step problem.

PS 3.85
Identify a number sentence that could be used to solve a division problem.

PS 4.40
Use logical reasoning to complete an addition puzzle (3-digit addends).

PS 3.90
Identify extra information in a problem.

PS 4.50
Use guess and check to solve an area problem.

PS 3.95
Use logical reasoning to identify a rule to classify objects.

PS 4.70
Act it out and work backward to solve a two-step money problem.
Identify the missing information needed to solve a twostep problem; then solve.
126
PS 4.73
PS 5.20
Identify an expression that can be used to solve a problem (inverse operations).

PS 4.77
Use a picture to solve an addition problem with three addends.

PS 5.40
Look for a pattern to solve a problem.

PS 4.80
Use logical reasoning to classify objects into two groups.

PS 5.50
Use logical reasoning to identify a true statement.

PS 4.83
Work backward to solve a two-step problem.

PS 5.60
Identify the most reasonable product for a money problem.

PS 4.87
Choose a method to solve a two-step problem.

PS 5.80
Identify the most reasonable quotient for a money problem.

PS 4.93
Use a calculator to show a method that can be used to solve a two-step problem.
PS 5.90
Find the area of an irregular figure displayed on a grid (1250 square units)
PS 4.97
Find the output of a mathematical flowchart with one conditional branch.

PS 6.00
Memorize the locations of five related objects.

PS 6.20
Use guess and check to solve a problem (products 4-digit).

PS 5.00
Solve a two-step subtraction and division problem. Make sets of even and odd numbers.
PS 5.05 PS 6.40
Use a calculator to find the total distances or to compare the distances on a map.
PS 6.60
Identify missing information needed before solving a problem.

PS 5.10
Use logical reasoning to identify an incorrect location and a correct location on a map.
PS 6.80
Solve a ratio problem with a measurement context.

PS 5.15
Find the sale price of an item when the price is reduced ( 1/ , 1/ , 1/ ). 2 3 4
Find the missing information needed to solve a problem; then solve (rulers used to measure lengths).
127
PS 6.90
Identify an equation that can be used to solve a two-step problem.

PS 6.95
Identify data needed to solve a problem.
128
Skill Objectives and Sample ExercisesScience Applications
SA 3.30
SA 4.30
Read and interpret a pictograph about birds counted.

SA 3.40
Sequence a list of numbers that represent animal life spans from least to greatest.
SA 4.40
Identify a day of the week on calendar and find the date 3 to 8 weeks later.
SA 3.50
Calculate the difference between the life spans of two animals.

SA 4.50
Read and interpret data about weights of animals from a table.

SA 3.60
Identify all the towns with temperatures below 32 degrees Fahrenheit on a temperature map.
SA 4.60
Read and interpret data about tree growth from a bar graph.
SA 3.70
Predict the type of precipitation (rain or snow) for a town after increase or decrease in temperature.
SA 4.70
Given a bar graph of tree growth, calculate the height a tree grew from one year to another.
SA 3.80
Read, graph, and interpret data from weighing washers on a scale, and infer the weight of 1 to 6 washers from data on a table.
SA 4.90
Given a bar graph of tree growth, choose best estimate of the height of a tree between two years.
SA 3.90
Given a temperature and a wind speed, find wind chill factor from a table.
SA 5.00
Given a chart of tree growth, infer which of two years there was more rain fall.
SA 4.00
Given a temperature and a wind speed, determine how long it would take for skin to freeze.
SA 5.10
Fill in a chart based on plant growth data represented in a bar graph.

SA 4.10
Graph plant growth from data in a table and draw conclusion about the effectiveness of plant food.
SA 4.20
Using a picture of a cross section of a tree, and given the year the tree was planted, determine the year various tree rings grew.
SA 5.20
Identify the least or greatest value in a table of animal life spans.
Using the width of the tree rings, infer which year had more rain fall.
129
SA 5.25
SA 6.10
Using a picture of a cross section of a tree, and given the year a certain ring grew, determine the year the tree was planted.
SA 5.30
Read a rain gauge to determine amount of rainfall. Add this amount to a chart and use the data to compute the total rainfall for four weeks.
SA 6.20
Calculate the number of years between low sunspot years.

SA 5.40
Graph and interpret rainfall data in a chart.

SA 6.30
Using data from a chart, predict the next low sunspot year.
SA 5.50
Use a diagram to choose the best direction for boat to travel with the tide. Use tide information to decide the best departure time. Use tide information and length of the trip to calculate the latest possible departure time.
SA 6.40
Correlate dry years with low sunspot years.

SA 5.60
Predict the next low year and dry year based on sunspot data.
SA 5.70
Given the depth at high tide and the amount of drop in depth at low tide, classify ports as suitable or unsuitable for visiting.
SA 6.50
Calculate how long topsoil took to form based on measurement from a soil sample.
SA 5.80
Use chart of echo soundings to determine depth of the water and which boat is in deeper water.
SA 6.60
Interpret a line graph to find the highest temperature and the time of the lowest temperature.
SA 5.90
Choose a picture of the ocean bottom based on a table of ocean depths.

SA 6.70
Interpret data about temperatures for survival of a bug on a line graph.

SA 6.00
Calculate number of calories in 2 to 4 servings of the same food based on data from a chart.
SA 6.80
Use a chart to determine the best material to hold hot liquids.
Calculate number of calories in 2 to 4 servings of three foods and determine if the amount is more or less than 1200 calories.
SA 6.90
Based on a diet, calculate how many more servings of food a person may eat or how much of a particular exercise is needed to burn excess calories.
130
SA 7.00
Find the cost to run an appliance for a given amount of time.

SA 7.10
Read an electric meter to calculate the number of kilowatt/hours used for a period of time.
SA 7.20
Given kilowatt/hours used, calculate the cost of electricity for a month.

SA 7.30
Convert number of light years to trillions of kilometers and vise versa.

SA 7.40
Given the distance, find the travel time of light and find the year light left a start given the year it arrived on earth.
Skill Objectives and Sample ExercisesScience Applications
131
Skill Objectives and Sample ExercisesWord Problems
WP 0.50
WP 0.95
Solve a problem in context by adding or subtracting 1.
Act out the solution to multistep addition and subtraction problems in context (addends, minuends 14).
WP 0.65
Act out the solution to a subtraction problem in context (minuends 16).

WP 1.00 WP 0.80
Act out the solution to an addition problem in context (three addends, sums 19).
Solve a problem by estimating capacity (nonstandard units).

WP 1.08 [W]
Solve an addition problem in context (same objects, sums 25).

WP 1.16
Solve a problem by identifying items that can be bought for a nickel.

WP 1.24
Identify the picture that represents a subtraction problem in context (minuends 210).
WP 1.32
Solve an addition problem involving money (sums 39 cents).
132
WP 1.40
[W]
WP 1.88
Solve an addition problem in context (different objects, sums 25).

WP 1.48 [W]
Make a picture to solve a two-step problem in context (addition and subtraction facts).
Solve a subtraction problem in context (minuends 25).

WP 1.56 [W]
Solve a problem in context by finding a missing addend (sums 25).

WP 1.64
Solve a problem by identifying the time 12 hours after a given time.

WP 1.96
Identify the picture that solves a two-step problem in context (addition and subtraction facts).
WP 1.68
Solve a problem by estimating a number of objects to the nearest ten (2149 objects).
WP 1.72
Solve an addition problem in context (three addends, sums 310).
WP 2.05
[W]
Identify a number sentence that solves an addition problem in context; then solve. (same objects).
WP 1.80
[W]
Solve a subtraction problem in context by finding how many more (minuends 25).
133
WP 2.10
WP 2.35
Identify the number between two other numbers in context.
Identify the number sentence that solves a subtraction problem in context; then solve.
WP 2.40
Identify the expression that represents a subtraction problem in context; then solve (same objects, minuends 25).
WP 2.20 [W] WP 2.45
Identify a number sentence that solves an addition problem in context; then solve.
WP 2.25
Solve a subtraction problem in context (2-digit minuends, 1-digit subtrahends, no regrouping).
Solve an addition problem in context (2-digit addends, sums less than 100, no regrouping).
WP 2.53
Solve a subtraction problem in context to find how much is left (2-digit numbers, no regrouping).
WP 2.30 [W]
Solve an addition problem in context (three addends, sums less than 10).
WP 2.56 [W]
Identify the number sentence that solves a problem in context; then solve.
WP 2.59
Solve a subtraction problem to find a persons age (minuends 199, 1-digit subtrahends, no regrouping).
134
WP 2.65
WP 2.77
[W]
Make a picture to solve a partitive division problem (dividends to 20).
Identify the number sentence that solves a subtraction problem in context; then solve.
WP 2.80
Identify the number sentence that represents a division problem in context (model shown, dividends to 20).
WP 2.68
Make a picture to solve a quotitive division problem (dividends to 20).
WP 2.71
Identify the expression that gives the best estimate for an addition or subtraction problem in context (2-digit addends).
WP 2.83
Identify the expression that represents a multiplication problem in context; then solve (model shown, products to 32).
WP 2.86
Solve a problem by finding twice as much money (model shown).
WP 2.74
Solve an addition problem in context (extra information, sums to 50, no regrouping).
135
WP 2.89
[W]
WP 2.98
Solve a multiplication problem in context (counting feedback, products 2 2 to 5 5).
Find a distance given the rate and time.
WP 2.92
Solve a division problem where the context requires rounding the quotient to the next whole number (model shown).
WP 3.00
[W]
Solve an addition problem in context (three addends, sums 918).

WP 3.10
Solve an addition problem by finding the total cost of two items (prices expressed as decimals, total < $0.50, no regrouping).
WP 2.95
Solve a problem in context by finding a missing addend (three addends, sums to 20).
WP 3.20
[W]
Solve a multiplication problem in context (repeated addition feedback, products 2 2 to 5 5).

WP 3.25
Solve a subtraction problem involving money (2-digit numbers, no regrouping).
136
WP 3.30
WP 3.65
Estimate the sum or difference in a money problem by rounding to the nearest 10 (sums and differences 2digit).
WP 3.35
Solve an addition problem in context (four addends, sums to 25).

WP 3.70
Solve a subtraction problem in context (extra information, minuends 299, no regrouping).
Solve a two-step multiplication and division money problem (extra information, products to $18).
WP 3.75
Solve a multiplication problem in context (extra information).

WP 3.80 WP 3.40 [W] [W]
Identify the missing information needed to solve a problem.

WP 3.45
Identify the expression that represents a multiplication problem in context; then solve (3 4 to 9 9).
Make a picture to find the change received from a purchase (change back from $1.00).
WP 3.50 WP 3.85
Make a picture to solve a multiplication problem involving total cost (25 items, 5, 10, or 15 cents each).
WP 3.55
Estimate the total cost of four items by rounding to the nearest dollar (sums to $15).
WP 3.90
Solve a division money problem where the context requires rounding the quotient to the next whole number (extra information).
WP 3.60 [W]
Make a picture to solve a multistep addition and multiplication problem in context.

WP 3.95
Identify the most reasonable number for a context (order of magnitude differs).
Solve a problem using data in a table (twice, half, three times, or four times an amount).
WP 4.00 [W]
Compare the value of a set of coins to the value of an amount given in dollars and cents (values less than $2).
137
WP 4.10
WP 4.60
[W]
Solve an addition problem using data in a table (sums 100198, regrouping).

WP 4.20 [W]
Estimate the product of a 1-digit and a 2-digit number by rounding the 2-digit number to the nearest 10.
Solve a problem involving the total amount spent (sums to $1, no regrouping).
WP 4.70
Solve a multiplication problem in context (1-, 2-, and 3-digit factors, feedback involves solving a simpler problem).
WP 4.30
Solve an addition problem in context (three 3-digit addends, regrouping).

WP 4.40 [W]
WP 4.80
[W]
Identify the expression that represents a division problem in context; then solve (dividends 1281).
Find the change from one dollar (items 5599 cents each).
WP 4.85 WP 4.45
Solve a decimal subtraction problem in context (to tenths, regrouping).

WP 4.48
Estimate the distance in a distance/rate/time problem by rounding.

WP 4.90
Solve a one-step division problem (basic facts 2 2 to 9 9).

WP 4.50
Solve a subtraction problem to find the amount of money left (minuends $12.00$19.00, subtrahends $1.01$8.99, regrouping).
WP 4.95
Solve a problem in context by subtracting a whole number from a mixed fraction (model shown).
WP 4.55
Solve an addition problem to find the total amount of money spent (three addends, addends to $29.99, regrouping).
Solve a two-step multiplication and subtraction problem involving money saved (1-digit factors).
138
WP 5.00
[W]
WP 5.60
[W]
Find the change from one dollar (24 items at 1020 cents each).
Estimate the sum of two 2-digit addends by rounding to the nearest 10.
WP 5.10
WP 5.70
Solve a subtraction problem in context (3-digit numbers, regrouping).

WP 5.20 [W]
Solve a division problem where the context requires rounding the quotient to the next lower whole number (feedback involves solving a simpler problem).
WP 5.73
Find the total value of a group of quarters, dimes, nickels, and pennies (sums to $1.65).
Solve a division problem in context by identifying the most reasonable interpretation of the remainder (3-digit dividends).
WP 5.77
Solve a multiplication problem using data from a chart (4- or 5-digit 1-digit factors).
WP 5.35 [W] WP 5.80 [W]
Estimate the product of two 2-digit factors by rounding to the nearest 10.
Solve a problem in context by finding an average (37 numbers).
WP 5.45
Solve a problem by finding the start time given the end time and the elapsed time (times in hours and minutes).
WP 5.50
WP 5.90
Identify the best estimate for a sum using data in a table (clustering, 3- and 4-digit addends).
WP 6.00 [W]
Estimate the solution to a subtraction problem in context by rounding to the nearest 1000.
Estimate the sum of two 3-digit addends by rounding to the nearest 100.
139
WP 6.20
[W]
WP 7.00
[W]
Estimate the product of 2-digit and 3-digit numbers (round to the nearest 10 and 100).
Estimate the total cost of five items by rounding to the nearest dollar (items $0.91$6.09 each).
WP 6.40
[W]
Find the number of dollar bills needed to buy three to five items (items $0.29 $0.79 each).
WP 7.20 [W]
Find the amount of an ingredient needed to make two, three, or four times a recipe.
WP 6.60 [W]
Solve an addition problem in context by adding a fraction and a mixed number (denominators 24).
WP 7.40
[W]
Estimate the amount of money needed to buy three items (estimate must not be too low, items $0.35$1.09 each).
WP 6.80
[W]
Find the number of hours worked given the hourly rate and total earned (rates and earnings in dollars and cents).
WP 7.60
[W]
Find the number of dollar bills needed to buy two to four items (items $1.79$3.99 each).
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WP 7.80
[W]
WP 8.30
[W]
Find the total earned given the number of hours worked and the hourly rate (rates in dollars and cents).
Solve a problem in context by subtracting two fractions from a whole (denominators 312).
WP 8.00
[W]
Solve a two-step addition problem to find a persons age in 520 years.

WP 8.40 [W]
Solve a problem in context by using proportions (1- and 2-digit numbers).
WP 8.10
[W]
Find the final temperature given the initial temperature (below 0) and the temperature increase.
WP 8.50 [W]
Find the number of grams that represents a percentage of the total weight (whole-number percents).
WP 8.20
[W]
Solve a two-step multiplication and addition problem in context (products 3 10 to 8 50, sums to 450).
WP 8.60 [W]
Find total earnings for two to four weeks given the weekly salary, commission percentage, and total sales (whole-number percents).
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WP 8.70
[W]
Find a missing number given an algebraic relationship of the type ax + b = c.
WP 8.80
[W]
Find three consecutive integers when given their sum.
WP 8.90
[W]
Solve a multistep problem in context by adding two whole-number/fraction products (denominators 36).
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Part Three
Types of Interaction
4 5 6
Examples of Interaction Types Example of a Tutorial Sample Audio Messages
Introduction
In Part Three, the various types of interactions students encounter in the Math Concepts and Skills 2 course are described to give you a representative sample of their appearance to the student and their functionality. Chapter 4 shows one example of each type of interaction appearing in the course. Chapter 5 gives an example of a tutorial in the course. Chapter 6 shows two samples of audio messages and sets of screens from exercises with audio instruction.
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Examples of Interaction Types
This chapter provides explanations and examples of the interaction types used in the Math Concepts and Skills 2 course. Matching Single matching Multiple matching Moving Click and drag Create, and erase Create, move, and erase Selecting Single answer Multiple answers Fill-in-the-Blank Checking the complete answer Checking the answer digit by digit Drawing lines Drawing a column or row in a bar graph
The explanations in this chapter describe the steps for working each type of interaction as well as the feedback a student might receive from the instructional system. Many exercises in the Math Concepts and Skills 2 course are simple enough so that no more than a few words are needed to explain them. Students are quick to pick up the techniques for working the exercises. Each exercise at every grade level, has an audio message with instructions. Each example in this chapter shows the first screen of an exercise, with a type of interaction along with the steps for completing that exercise. Accompanying the second screen is an explanation of the feedback provided by the instructional system.
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Single Matching
Learning Objective (GE 0.69):
Match patterns of pictures.
Steps for Working the Exercise: Move the pointer to the first item you want to select. Click the mouse to select your choice. The box highlights. Choose a matching item in the other column and move the pointer to it. Click the mouse to select that choice. A connecting line segment appears.
Feedback: If the selection is correct, a green line appears and the character animates. If the selection is incorrect, a red line appears. Then, the connecting line segment disappears and the system connects the correct pair with a black line.
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Multiple Matching
Match geometric figures that have the same size and shape (concave polygons in different orientations).
Steps for Each Pair: Move the pointer to any item. Click the mouse to select your choice. A box appears around the item. Choose a matching item in the other column and move the pointer to it. Click the mouse to select that choice. Repeat until you have matched all pairs. How the System Evaluates Each Pair: If the match is correct, a green line appears and the boxes turn green. You can then match any remaining pairs. If the match is incorrect, a red line appears and boxes turn red. Then, the red line and boxes disappear. The system connects the correct pair with a black line. You can then match any remaining pairs.
Final Feedback: If all pairs in the exercise are matched correctly on the first try, the character animates.
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Moving, Click and Drag

Move puzzle pieces to complete a puzzle (2 or 3 pieces).
Steps for Working the Exercise: Move the pointer to an answer choice. Click the mouse and drag the piece to the desired place on the screen. Release the mouse to place the selection on the screen. When you finish moving the objects, move the pointer to Done and click the mouse.
Feedback: If the objects are placed in the correct positions, the character animates. If the objects are not placed in the correct positions, a feedback message is given, and you are given another chance to move the objects into the correct positions. If the objects are incorrectly positioned on the second try, the objects are displayed in the correct positions.
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Moving, Create and Erase

Learning Objective (PS 2.20):
Steps for Working the Exercise: Position the pointer on the box with the object you want to create and click the mouse. (In this case, the object is a bagel.) The object highlights. On the active part of the screen, each click of the mouse creates one object. To erase an object that has been dropped on the screen, click the box with an eraser. Move the eraser over the object and click the mouse. The object disappears. When you finish and are ready to have your work judged, move the pointer to Done and click the mouse.
Feedback: If the objects are placed correctly, the character animates. If an incorrect number of objects is moved, the system removes the objects and gives you an opportunity to try the exercise again. If the answer is incorrect on the second try, the system erases all the objects and displays the correct number.
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Moving, Create, Move and Erase

Learning Objective (WP 3.45):
Make a picture to find the change received from.
Steps for Working the Exercise: Position the pointer on the box with the object you want to create and click the mouse. The object attaches to the pointer. On the active part of the screen, each click of the mouse creates one object. To erase an object that has been dropped on the screen, click the eraser. Move the eraser over the object and click the mouse. The object disappears. When you finish and are ready to have your work judged, move the pointer to Done and click the mouse.
Feedback: If the objects are placed correctly, the character animates. If an incorrect number of objects is moved, the system gives you an opportunity to adjust the number of objects moved. If the answer is incorrect on the second try, the system erases all the objects and displays the correct amount.
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Selecting, Single Answer

Solve a division problem in context by identifying the most reasonable interpretation of the remainder (3-digit dividends).
Steps for Working the Exercise: Move the pointer to your answer choice. Click the mouse to select that choice. It is outlined to indicate that it is selected.
Feedback: If the selection is correct, the object remains highlighted, and the character animates. If the selection is incorrect, the outline turns red and a feedback message appears at the bottom of the screen. If the selection is correct on the second try, the outline turns green. If the selection is incorrect on the second try, the outline around the incorrect choice turns red, and the correct answer is outlined in green.
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Selecting, Multiple Answers

Identify equilateral, isosceles, and scalene triangles.
Steps for Working the Exercise: Move the pointer to an answer choice. Click the mouse to select that choice. Select as many answer choices as you want. Each selected choice is outlined. To cancel a choice, click the selection again. When you finish selecting, move the pointer to Done and click the mouse.
Feedback: If all of the correct objects are selected, the character animates. If the response is incorrect on the first try, the outline around the selections disappears. A message appears, and you are given a second try. If all of the correct objects are selected on the second try, the outlines appear green. If one or more incorrect objects are selected on the second try, the outline around the objects is removed, and the correct objects are outlined in black.
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Fill-in-the-Blank, Checking the Complete Answer, Vertical Addition and Subtraction

Learning Objective (AD 1.50):
Add two consecutive 1-digit addends (sums 117).
In some vertical addition and subtraction exercise formats, where basic facts are displayed, the answers are entered from left to right. The position of the cursor indicates the expected order for entering the digits. Steps for Working the Exercise: Enter the answer from left to right and press the return key or click Enter on the keypad.
Feedback: The system evaluates the answer only after the return key is pressed or the mouse is clicked. If the answer is correct, the character animates. If the response is incorrect on the first try, a feedback message appears, and you are given a second try. If the response is correct on the second try, the answer turns green, and the exercise is complete. If the response is incorrect on the second try, the response turns red and disappears, the correct response appears in black, and the exercise is complete.
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Fill-in-the-Blank, Checking the Complete Answer, Horizontal Addition and Subtraction

Add two 2-digit addends using mental math (sums 2199).
Answers for horizontal exercises are entered left to right. Horizontal exercises usually have the numbers and operation on a single line. Steps for Working the Exercise: Enter the answer from left to right and press the return key.
Feedback: The system evaluates the answer only after the return key is pressed or the mouse is clicked. If the response is correct, the response turns green and the character animates. If the response is incorrect on the first try, a feedback message appears, and you are given a second try. If the response is correct on the second try, the response turns green, and the exercise is complete. If the response is incorrect on the second try, the response turns red and disappears. The correct response appears in black, and the exercise is complete.
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Fill-in-the-Blank, Checking the Answer Digit by Digit, Vertical Addition and Subtraction
Add two 2-digit addends with regrouping (sums 3098). Step for Working the Exercise: Enter the answer from right to left. The position of the cursor and the shaded column indicate the order in which you enter the answer.
Feedback: If the first digit entered is correct, the cursor moves to the next position, and the next column is shaded. If all digits are entered correctly on the first try, the answer turns green, the character animates, and the exercise is judged to be correct. If an incorrect digit is entered, a brief feedback message appears to the right of the exercise. The system checks each digit as it is entered. If you enter an incorrect digit, the system provides immediate, specific feedback, and you can try again. If a second incorrect digit is entered, the system displays the correct digit. For the purposes of recordkeeping, the system counts an exercise incorrect if any digit is answered incorrectly on the first try. Digit-by-digit checking helps students learn by showing them immediately where they made a mistake. If a digit is entered correctly on the second try, the digit turns green at the end of the exercise. If the digit is incorrect on the second try, the system displays the correct digit in black, and the next target area is highlighted.
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Fill-in-the-Blank, Checking the Answer Digit by Digit, Division Algorithm

Learning Objective (DV 5.20):
In the division algorithm exercises, the system checks each digit as it is entered. The position of the highlighted target area indicates the order in which you enter the answer. Steps for Working the Exercise: Enter the first digit of the quotient. Multiply. Enter the digits in the product from right to left. Subtract. Enter the difference, working from right to left. Repeat these steps. The highlighted target area shows you where to enter the next digit.
Feedback: If the first digit entered is correct, the next target area is highlighted. If all the digits are entered correctly on the first try, the digits turn green, and the character animates. If the response is incorrect on the first try, a brief explanation appears (see the sample screen above) before you can enter a second try. If a digits is entered correctly on the second try, the digit turns green at the end of the exercise. If the response is incorrect on the second try, the response turns red, and the system displays the correct digit in black. The next target area is highlighted.
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Drawing Lines
Complete a drawing so it has line symmetry.
Steps for Working the Exercise: Move the pointer to a point. Click and hold the mouse. A connecting line segment appears, following the pointer as you move it around the screen. Move the pointer to another location and release the mouse. This completes a line segment. Continue drawing line segments on the screen. To erase all of the line segments drawn, move the pointer to Erase and click the mouse. When you finish drawing, move the pointer to Done and click the mouse.
Feedback: If the drawing is correct, the character animates. If the drawing is incorrect, you are given another chance to draw the figure. If the drawing is incorrect on the second try, the line segments are erased, and the system draws the correct line segments in red.
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Drawing a Column or Row in a Bar Graph

Learning Objective (PR 1.20):
Draw the height of a bar that represents one column from a vertical bar graph.
Steps for Working the Exercise: Move the pointer to the bottom of the column. Click the box to begin coloring the bar. Move the pointer up or down inside the column. Click the mouse again at the height you wish to color the bar. When you finish, move the pointer to Done and click the mouse.
Feedback: If the height of the colored bar is correct, the character animates. If the height of the colored bar is incorrect, a red arrow points to the correct height, and you are given another chance to adjust the height of the bar. If the height is incorrect on the second try, the bar is colored the correct height in red.
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Example of a Tutorial
This chapter contains a sample screen and a description of the tutorials. A tutorial sometimes appears automatically if needed by the student, or a student can choose a tutorial by clicking the chalkboard icon.
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Tutorials
Learning Objective (SU 2.97):
Subtract 2-digit numbers with regrouping. Steps for Working the Tutorial: Click the chalkboard icon. Follow the on-screen instructions to solve the tutorial. When you solve the tutorial, the tutorial automatically closes and you return to the exercise.
Tutorials are separate exercises that guide students through the skills they are working on. The student can request a tutorial anytime during an exercise by clicking on the chalkboard icon. If a student is adjudged as having trouble with a particular skill, the system automatically presents the tutorial to a student. If the student clicks the tutorial icon during an exercise from the Computational Strand, the student completes the tutorial exercise first, and then continues to work on the original exercise for completion. If the student clicks the tutorial icon during an exercise from the Application Strand, the student completes the tutorial exercise first, and then starts working on the exercise afresh. Tutorials requested during an exercise presentation have no effect on the evaluation of the exercise.
NOTE: If the tutorial icon does not appear, either there is no tutorial available for that skill, or the tutorial resource was turned off in the student's enrollment options.
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Sample Audio Messages
This chapter contains sample screens and message scripts selected from the audio exercises in the Math Concepts and Skills 2 course. All of the exercises in the course include audio directions and instructional messages. The samples here illustrate how the speech relates to what the student sees on the screen. The sample first displays the initial screen and then shows the students first answer as incorrect in order to demonstrate the full script of the audio messages. When the student answers an exercise correctly on the first try, the animated character responds to indicate a correct answer.
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Sample 1
The sample exercise consists of identifying the number when given the word name. It is from the Number Concepts strand in level 4.
Learning Objective (NC 4.95):

Identify a number when given a word name.
The student clicked the answer correctly on the second try, and the answer turned green. Computer voice:
Click the number for six hundred twenty-five thousand, two hundred ninety-four.
If the students second answer had been incorrect, the program would have shown the correct answer and spoken a message with the correct answer. Computer voice: Here is the correct
answer.
The student marked the answer 600,025,294. This is incorrect. Computer voice:
The place value chart shows the correct answer. Try again.
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Sample 2
The second sample exercise shows how to repeat the audio. It is from the Word Problems strand in level 3.

Solve an addition problem in context (four addends, sums to 25).
Computer voice: Anna sold 16 flowers yesterday. Today she sold 2 roses, 4 violets, and a daisy. How many flowers did Anna sell yesterday and today?
To repeat the audio, move your pointer on the text. The pointer becomes a ; click to hear the audio. To stop the audio, move your pointer on the text. The pointer becomes a ; click to stop the audio.
Sample Audio Messages
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Part Four
Student Progress Through the Course
Dynamics of Math Concepts and Skills 2
Introduction
This part of the Reference Manual describes the process that determines how students progress through the Math Concepts and Skills 2 course.
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This chapter describes the motion process in the Math Concepts and Skills 2 course. The process consists of the presentation of exercises to students, the evaluation of their response pattern, and tutorial and prerequisite intervention when needed. Delayed presentation and initial placement motion (IPM) are also discussed here.
Presentation of Exercises
The exercises in the Math Concepts and Skills 2 course address more than 1,600 skills. The selection of exercises during a students session is based on the students level in each of the active strands and on the sequence of responses the student has made. Exercises from a skill are presented to the student until the student demonstrates mastery of the skill or completes the maximum number of exercises allowed.
Branching
For each skill, the sequence of correct and incorrect student responses is continually updated to determine mastery or an appropriate intervention. Table 3, on the next page, summarizes the decisions the system can make during the students work on a particular skill. In addition to the sequence of correct and incorrect responses, the system keeps a record of any tutorials, sequential practice, and prerequisite exercises the student takes while the skill is active. This detailed information provides the basis for intervention and mastery decisions. The mastery decision for each skill depends on a detailed analysis of the individual sequence of responses.
Pattern of Response
While percentage correct may be useful as a measure of achievement in testing, it is insufficient as a measure of a learning process. In testing, no learning is expected to take place, while in learning, the student performance is expected to vary from low to high. Note, for example, that the percentage correct does not distinguish the following two sequences of responses: wrong-wrong-wrong-wrong-correct-correctcorrect-correct (WWWWCCCC) and correct-wrong-correct-wrong-correctwrong-correct-wrong (CWCWCWCW). Both sequences show 50% correct. From the first sequence, one may infer that learning is occurring and that the probability of success on the next trial is higher than that of the second sequence.
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Furthermore, the percentage correct is inefficient as a criterion for mastery. Note, for example, that to satisfy a criterion of 80% correct in a sequence of trials, a student who has initially exhibited 10 incorrect responses must provide consecutive correct responses during the next 40 trials. Analyzing the complete sequence of student responses (as opposed to using the percent scores on exercise sets) is critical in recognizing when a student has mastered a learning objective.
Table 3 Motion Decisions
Criteria
Excellent student performance
Motion Decisions
Pass the current skill. Select and present the next skill. Present another exercise from the current skill in a distributive strategy; i.e., the student does an exercise from one skill and then sees an exercise from a different skill. Present another exercise from current skill in sequential presentation format; i.e., the student does another exercise of the same type in order to concentrate on the skill that he or she is having difficulty with. Present the associated tutorial for the skill, if available. Present a series of prerequisite skills to provide remediation for the student. Mark the skill for delayed presentation. If the skill is from a computation strand, present it immediately. If the skill is from an application strand, present it later. Complete the current skill without mastery. Move the student to the next skill.
Good student performance
Lower student performance; needs more focused practice
Low student performance
Continued low student performance after all types of instruction described above Student has not yet satisfied the mastery criteria
Student received all types of instruction as above but has not satisfied the mastery criteria
Delayed Presentation
Students typically achieve mastery of a computation skill within 20 exercises. If, however, a student encounters particular difficulty with a skill, the presentation of exercises from that skill is interrupted after 20 attempts, and the difficult skill is marked for delayed presentation. Due to the strict prerequisite ordering of the computation skills within a strand, the difficult skill is presented again before the student can progress to the next skill in that strand.
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In the application strands, the difficult skill is reintroduced after other skills in that strand have been completed. This delayed presentation can occur at most twice for each application skill. In each presentation or representation of a skill, a maximum of 15 exercises are presented to the student. If the student still has not met the passing criterion for a learning objective, the skill appears on the reports as not mastered, and the system moves the student ahead to the next skill. Although the student does not receive lower placement when having difficulty with a given skill, a tutorial and any prerequisites for the skill are presented in addition to sequential practice in the skill. By using various types of intervention when the student encounters difficulty, the system maintains the students progress through the course.
Initial Placement Motion

Since each students starting level is an estimate that is based on performance outside the Math Concepts and Skills 2 course, it is at best a rough approximation of his or her functional level in the course. For this reason, the system uses a special process, initial placement motion (IPM), to determine the students appropriate starting level in the course. IPM is an adaptive process that successively revises the students level in each strand for the purpose of adapting the course content to the students prior knowledge. At the completion of distinct sets of 30 exercises, an IPM decision occurs. If the student is proceeding comfortably at the current level, no change is made. If the student is encountering unusual difficulty, the students level is adjusted downward by 0.5 of a grade level. If the student could be working profitably at a higher level, then the students level is adjusted upward by 0.5 of a grade level. As long as a students level is adjusted in the same direction, that adjustment is made in 0.5grade level increments. But, as soon as an adjustment changes direction, the level is revised upwards or downwards by increments of 0.25 of a grade level. From then on, as long as an adjustment is needed, whether it be in either direction, the increment remains at 0.25. The IPM process terminates at the end of 300 exercises. In the Math Concepts and Skills 2 course, the IPM process begins automatically for all students, unless the system manager or teacher turns it off in the enrollment options for the course. During the IPM process, the following strands are active: Addition, Decimals, Division, Equations, Fractions, Geometry, Measurement, Multiplication, Number Concepts, Subtraction, and Word Problems. When IPM is complete, all strands selected for the student become active.
Computation Retention Index

In addition to learning new skills, students review skills they have already completed in the computation strands. The goal of this review is to estimate the measure of a students long-term retention of these skills. This review process promotes retention of the skills, thus decreasing the probability that students will forget the computation skills over time.
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Students performance in review is measured by the Computation Retention Index (CRI). The Computation Retention Index reflects the extent the skills acquired by the student are retained. The CRI is the percentage of the number of skills in the computation strands (except the Speed Games strand) that the student can still answer correctly over a certain period of time. The retention process does not start until the student has completed 10 computation skills after IPM has finished.
Proportion of Exercises
The order of presentation of exercises is distributive across active strands. The frequency of return to a strand is proportional to the relative number of skills in the strand and the students performance on exercises. Table 4 shows the curriculum frequency distribution, i.e., the number of skills expected to be completed in each strand, by half-grade levels.
Table 4
Grade Levels AD DC
Curriculum Frequency Distribution by Half-Grade Levels
Computation Strands
DV EQ FR MU SG SU AP GE
Application Strands
Totals ME NC PR PS SA WP
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0 6.5 7.0 7.5 8.0 8.5 Totals
4 5 10 15 10 17 10 10 9 5 3 2 5 5 5 5 5 5 130
0 0 0 0 0 0 5 7 13 14 10 10 10 10 5 5 5 5 99
0 0 0 0 0 0 1 5 5 5 3 2 4 2 3 2 5 5 42
0 0 0 2 6 5 5 6 6 5 6 5 5 3 2 3 10 10 79
0 0 4 5 5 5 5 6 6 10 5 11 9 13 10 10 5 5 114
0 0 0 0 0 4 5 11 10 10 5 5 3 2 3 2 5 5 70
0 0 0 0 5 5 5 5 5 5 5 5 5 5 5 5 5 5 70
0 3 5 10 14 21 10 10 9 5 5 2 5 5 5 5 5 5 124
0 0 0 0 5 6 3 4 3 4 5 4 3 2 3 2 3 2 49
14 14 11 15 23 14 4 6 10 9 9 8 8 7 5 5 5 5 172
4 11 13 17 17 23 7 7 9 12 10 8 5 5 4 5 5 3 165
11 21 20 19 9 21 15 18 10 12 6 7 6 7 5 6 5 5 203
0 1 5 5 9 10 5 5 7 5 5 11 6 7 5 5 7 5 103
1 2 2 2 8 10 7 5 9 9 6 4 3 4 0 0 0 0 72
0 0 0 0 0 0 2 5 5 4 6 5 5 5 5 0 0 0 23
0 4 7 7 8 15 8 10 7 8 5 7 3 2 3 2 5 5 106
34 61 77 97 119 156 96 117 120 121 90 94 83 81 68 62 75 70 1621
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Part Five
Enrollment Options
Changing the Enrollment Options
Introduction
This part describes the enrollment options for the Math Concepts and Skills 2 course and lists their preset values. You can use the student performance data in the reports to identify ways in which enrollment modifications can enhance the use of the course for particular students.
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The Math Concepts and Skills 2 course can be modified to meet the needs of individual students or class requirements. You can modify the course by changing any one or more of the 16 different options.
List of Enrollment Options

Table 5 lists the enrollment options for the course along with their default values. These options can be changed through the management system when the course is first assigned or later on, after the student has begun the course. For information about changing the enrollment options, see the management system documentation.
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Table 5
Enrollment Options
Enrollment Option
Session length (minutes)
Default Value
15
Function
Controls the number of minutes a student can spend in the Math Concepts and Skills 2 course, each time he or she enters the course; the session will end automatically when the session length has been reached.
Modifying the Value

Change this value to shorten or lengthen the student session. The total amount of time spent in the course affects the number of objectives mastered and the level achieved. If student achievement is evaluated by an on-grade (nonadaptive) standardized test, it is important that students reach an average level in the course that is close to their actual grade level in school. Standardized tests produce the most informative scores when the students are tested on material within their functional level. If a students gain in the course indicates that he or she will not reach grade level, Pearson Digital Learning recommends that the length and frequency of the sessions be increased. Change this value to increase or decrease the progression time between exercises. During progression time, the exercise just completed remains on the screen.
Progression time (seconds)
30
Controls the amount of time, in seconds, between the completion of an exercise and the automatic start of the next exercise.
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Table 5
Enrollment Options (Continued)
Enrollment Option
Time-out time (seconds)
Default Value
90
Function
Controls the number of seconds that the Math Concepts and Skills 2 course, gives the student to complete each part of an exercise. Activates initial placement motion (IPM). This allows the program to determine an appropriate starting level for the student that is neither too difficult nor too easy. IPM is active for the first 300 exercises. Controls the length, in seconds, of the Speed Games presentation.
Modifying the Value

Change this value for students who need less or more time to respond.
Initial placement motion
active
Because Pearson Digital Learning recommends IPM for all students, the default value is Active. If you want to determine the starting level for your student, turn off IPM by selecting Inactive. Pearson Digital Learning recommends the default value as optimum for most students. This value is automatically increased for subtraction and facts requiring two-digit answers.
Speed Games presentation (seconds) Speed Games mastery (seconds)
60
Controls the amount of time, in seconds, a student is given to enter an answer (called the base mastery time) for each Speed Games fact. Provides the answer when a student clicks the Show Answer icon during an exercise. Presents a tutorial when the student clicks the chalkboard icon (for those exercises that have tutorials).
Show Answer icon
active
Select Inactive if you do not want the student to have access to this.
Tutorial icon
active
Select Inactive if you do not want the student to have access to this. Turning this off will not prevent the system from giving the student a tutorial when appropriate. The progress report appears automatically at the end of a session.
Check Progress icon
active
Displays the progress with the current score in the session when the student clicks the Check Progress icon. Controls student access to the calculator in the Tools.
Calculator
inactive
Select Active if you want the student to have independent access to the calculator. Turning this off will not prevent the student from using the calculator in exercises in the course that require the use of the calculator. Select Active if you want the student to have access to this.
Conversion Calculator
inactive
Controls student access to the Conversion Calculator tool in the Tools resource. Controls student access to the Glossary tool in the Math Reference resource, which gives the student simple definitions, often with illustrations, for all the essential terms and concepts in the course. Controls student access to the sets of tables in the Reference resource that contain information about conversion between measurement systems, formulas for plane and solid figures, common units in the inch-pound system, metric system units, math symbols, and common units of time.
Glossary
active
Select Inactive if you do not want the student to have access to the Glossary.
Tables
active
Select Inactive if you do not want the student to have access to the tables in the Reference resource.
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Table 5
Enrollment Options (Continued)
Enrollment Option
Currency
Default Value
active
Function
Controls student access to currency from the United States in the Reference resource. Used at selected sites to gather data. This option has no effect on the students progress or the systems standard record-keeping functions. Controls the display of the learning objective ID on the user interface.
Modifying the Value

Select Inactive if you do not want the student to have access to the currency.
Data logging
inactive
This option should be inactive unless you are otherwise directed by Pearson Digital Learning staff.
Display Skill ID
inactive
Select Active if you want to see the learning objective ID of the exercises that are presented to the student during a session. Note that the student can see this information if this option is active.
Selected Strands
Another means of modifying the course is to create a custom course, in which only the strands you select are activated. With selected strands, the student receives concentrated work in one or more strands, and his or her effort is recorded separately from overall progress in the standard course. A custom course with selected strands can be effective for short periods of time, but concentrated work on a limited number of skills can become tiresome. Research shows that the distributive approach (the default course presentation in which the student sees a mixture of exercises from all the strands active at his or her grade level) is the most effective way to ensure long-term retention of skills. Pearson Digital Learning therefore recommends that students take most of their sessions using the default strand settings for the course. For information about selecting strands and creating a custom course, see the management system documentation.
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Part Six
Reference Resource
9 10 11
Glossary Tool Tables Tool Currency Tool
Introduction
The Reference resource contains the following tools: a Glossary of mathematical terms used in the course; a set of Tables with useful information about mathematical symbols, formulas, and units of measurement in the inchpound and metric systems; and a set of Currency data cards with pictures and descriptions of currency from the United States. Use of the tools does not affect the judgment of an exercise, so students should be encouraged to use them while they are working in the course. The Reference tools are available to the student anytime in the course by clicking the Reference icon, but can be individually disabled in the management system. See Chapter 2 of the Getting Started with Math Concepts and Skills 2 guide for a description of how the tools in the Math Reference resource function in the course.
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Glossary Tool
This chapter provides an alphabetical list of the words and abbreviations included in the Math Concepts and Skills 2 online glossary.
acute angle acute triangle addend addition additive inverse adjacent angles algorithm alternate interior angles altitude (of a triangle) A.M. angle angle bisector apothem arc area associative property of addition associative property of multiplication average axes between (two numbers) between (two points) between (two rays) binary operation bisect Celsius center (of a circle) central angle chord circle circumference clockwise closed figure collinear
common denominator common factor common multiple commutative property of addition commutative property of multiplication complementary angles complex fraction composite number concave figure concentric circles cone congruent angles congruent figures congruent line segments consecutive numbers convex figure coordinate plane coordinates coplanar counterclockwise cross product cube cylinder data decagon decimal fraction decimal number decimal point decreasing order degree denominator diagonal diameter
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difference digits distributive property dividend divisible division divisor edge ellipse empty set endpoint equality equation equiangular triangle equilateral triangle equivalent fractions estimate even number expanded form exponent expression exterior angle face factor Fahrenheit flowchart formula fraction fraction bar graph greatest common factor heptagon hexagon horizontal line hypotenuse identity property of addition identity property of multiplication improper fraction inchpound system increasing order inequality integer interior angle International System of Units intersecting lines intersection inverse operation
irrational number isosceles trapezoid isosceles triangle kite length line line of symmetry line segment lowest common denominator (lcd) lowest terms mean median median (of a triangle) metric system midpoint mixed number mode multiple multiplication natural numbers negative number nonagon number line numeral numerator obtuse angle obtuse triangle octagon odd number open figure opposite numbers order of operations ordered pair ordinal number origin parallel lines parallelogram pattern pentagon percent perimeter perpendicular bisector perpendicular lines pi () place value plane plane figure
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P.M. point polygon polyhedron positive number power prime factorization prime number prism product proper fraction proportion pyramid quadrant quadrilateral quotient radical sign radicand radius range ratio rational number ray real numbers reciprocal rectangle rectangular prism reduced fraction reflection region regular polygon remainder repeating decimal rhombus right angle right triangle Roman numerals rotation rounded number scale drawing scalene triangle scientific notation sector
semicircle sequence set sides of an angle sides of a polygon sign similar figures simple closed curve simplify skew lines skip counting solution set space figure sphere square square (of a number) square root straight angle subset subtraction sum supplementary angles surface area symmetry tally chart terminating decimal terms transformation translation transversal trapezoid triangle variable vertex vertical angles vertical line vertices volume whole number x-axis and y-axis zero property of addition zero property of multiplication
Glossary Tool
181
182
Tables Tool
10
This chapter lists the tables in the Tables tool by sets and includes the names of the data cards in each set.
Conversions
This set of data cards provides conversion factors for units of area, length, mass, and volume in the inchpound and the metric systems as well as the formulas to convert temperature from degrees Celsius to degrees Fahrenheit and vice-versa. AreaInchPound Conversion Factors AreaMetric Conversion Factors LengthInchPound Conversion Factors LengthMetric Conversion Factors MassInchPound Conversion Factors MassMetric Conversion Factors Temperature VolumeInchPound Conversion Factors VolumeMetric Conversion Factors
Formulas
This set of data cards provides a labeled illustration along with the formulas for calculating the perimeter and area of plane figures and the volume and surface area of solid figures.
Plane Figures
Arc (length and area) Circle (circumference and area) Ellipse (circumference and area) Parallelogram Rectangle Regular Polygon Rhombus Square Trapezoid Triangle
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Solid Figures
Cone Cube Cylinder Ellipsoid (volume only) Prism Pyramid Sphere
InchPound System
This set of data cards provides equivalents for units in the inchpound system. Area Capacity Length Temperature Volume Weight Miscellaneous Units
Metric System
This set of data cards provides equivalents for units in the metric system. It also contains data cards that give the definition of each of the base units in the International System of Units (Systme International dUnits). Area Length Mass Volume Temperature Metric Prefixes International System of Units Electric Currentampere (A) Luminous Intensitycandela (cd) Amount of Substancemole (mol) Plane Anglesradian (rad) Solid Anglessteradian (sr)
184
Symbols
This set of data cards provides commonly used mathematical symbols, many of which are used in the course. Arithmetic Relations Binary Operations Geometric Relations Geometric Symbols Operators Other Mathematical Symbols Set Notation
Time
This set of data cards provides equivalents for units of time. There are only two cards in the set.
Tables Tool
185
186
Currency Tool
11
The Currency tool contains sets of cards that show coins and notes from seven countries. Each card has a picture and a brief description of the front and back of the coin or note. Penny (1) Nickel (5) Dime (10) Quarter (25) Half-Dollar Coin (50) One-Dollar Coin ($1) One-Dollar Bill ($1) Two-Dollar Bill ($2) Five-Dollar Bill ($5) Ten-Dollar Bill ($10) Twenty-Dollar Bill ($20) Fifty-Dollar Bill ($50) One-Hundred-Dollar Bill ($100))
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Math Concepts and Skills 2: Reference Manual For

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MCS2 Version 1.

Reference Manual for

Math Concepts and Skills 2

vii vii vii viii viii viii viii ix

Learning Objectives and Sample Exercises . . . . . . . . . . . . . . . . . . . . . . .

167 167 167 167 168 169 169 170

Changing the Enrollment Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . List of Enrollment Options. . . . . . . . . . . . . . . . . . . . . . . . . . . .

Reference Manual for Math Concepts and Skills 2

Selected Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175

Currency Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187

Reference Manual for Math Concepts and Skills 2

Pedagogy of This Course

Evaluation of Student Progress

Reference Manual for Math Concepts and Skills 2

Learning Objectives and Sample Exercises Speed Games Strand

Learning Objectives and Sample Exercises

Skill Objectives and Sample ExercisesAddition

Enter numerals for whole numbers (0-4).

Enter numerals for whole numbers (5-9).

Count the objects in two groups (addends 05, sums 15).

Count the objects in two groups (addends 010, sums 610).

Add using basic facts (addends 05, sums 15).

Reference Manual for Math Concepts and Skills 2

Add doubles (sums 218).

Add using basic facts (addends 09, sums 610).

Add two consecutive 1-digit addends (sums 117).

Add two consecutive 1-digit addends (sums 117, horizontal presentation).

Skill Objectives and Sample ExercisesAddition

Add using basic facts (sums 1118).

Add three 1-digit addends using mental math (sums 35).

Add three addends (sums 610).

Add using basic facts (sums 1018, horizontal presentation).

Add three addends using mental math (sums 610).

Add two multiples of 10 (sums 2090).

Add four 1-digit addends (sums 310).

Add three addends (sums 25).

Add three 1-digit addends (sums 1119).

Reference Manual for Math Concepts and Skills 2

Add three 1-digit addends using mental math (sums 1019).

[W] AD 2.30 [W]

Add two 2-digit addends without regrouping (sums 2199).

Add a multiple of 10 to a 1-digit number using mental math (sums 1199).

Add using basic facts (sums 1018).

Add zero to a number (sums 19).

Write an addition number sentence to represent a picture (sums 19).

Add using basic facts (sums 1018, horizontal presentation).

Skill Objectives and Sample ExercisesAddition

Add three multiples of 10 (sums 3090).

AD 2.72 AD 2.47 [W]

Add two multiples of 10 using mental math (sums 2090).

Add three multiples of 10 with regrouping (sums 100190).

Add two multiples of 100 (sums 200900).

[W] AD 2.80 [W]

Reference Manual for Math Concepts and Skills 2

Add 1-digit and 2-digit addends with regrouping (sums 2098).

Add 2-digit and 3-digit addends with regrouping (sums 120998).

Add three 2-digit addends without regrouping (sums 3399).

Add two 3-digit addends with regrouping (sums 200998).

Add 100 to a 3-digit number (sums 200900).

Add two 3-digit numbers without regrouping (sums 200-999).

Add three numbers using mental math (addends 09 sums 2027).

Skill Objectives and Sample ExercisesAddition