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Reference Manual for

Math Conceptsand Skills 2

MCS2 Version 1.0

606000347

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All trademarks are either owned or used under license by Pearson DigitalLearning.

Copyright 2005 Pearson Digital Learning. All rights reserved.

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iii

Contents

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

Purpose and Content of This Manual . . . . . . . . . . . . . . . . . . . . vii

Pedagogy of This Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

NCTM Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii

Content Coverage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii

Evaluation of Student Progress. . . . . . . . . . . . . . . . . . . . . . . viii

Individualization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii

Student Interface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix

Part One: Computation Strands

1 Learning Objectives and Sample Exercises . . . . . . . . . . . . . . . . . . . . . . . 3

2 Speed Games Strand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Mastery Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Enrollment Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Part Two: Application Strands

3 Learning Objectives and Sample Exercises . . . . . . . . . . . . . . . . . . . . . . . 77

Part Three: Types of Interaction

4 Examples of Interaction Types. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145Single Matching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146

Multiple Matching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

Moving, Click and Drag . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
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iv Reference Manual for Math Concepts and Skills 2

Moving, Create and Erase. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

Moving, Create, Move and Erase . . . . . . . . . . . . . . . . . . . . . . . 150

Selecting, Single Answer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151

Selecting, Multiple Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . 152

Fill-in-the-Blank, Checking the Complete Answer,Vertical Addition and Subtraction. . . . . . . . . . . . . . . . . . . . . . . 153

Fill-in-the-Blank, Checking the Complete Answer,Horizontal Addition and Subtraction . . . . . . . . . . . . . . . . . . . . 154

Fill-in-the-Blank, Checking the Answer Digit by Digit,Vertical Addition and Subtraction. . . . . . . . . . . . . . . . . . . . . . . 155

Fill-in-the-Blank, Checking the Answer Digit by Digit,Division Algorithm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156

Drawing Lines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

Drawing a Column or Row in a Bar Graph . . . . . . . . . . . . . . . 158

5 Example of a Tutorial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159

Tutorials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160

6 Sample Audio Messages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161

Sample 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162

Sample 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163

Part Four: Student Progress Through the Course

7 Dynamics of Math Concepts and Skills 2 . . . . . . . . . . . . . . . . . . . . . . . 167

Presentation of Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167

Branching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167

Pattern of Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167

Delayed Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

Initial Placement Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169

Computation Retention Index . . . . . . . . . . . . . . . . . . . . . . 169

Proportion of Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170

Part Five: Enrollment Options

8 Changing the Enrollment Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173

List of Enrollment Options. . . . . . . . . . . . . . . . . . . . . . . . . . . . 173

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Contents v

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

Part Six: Reference Resource

9 Glossary Tool. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179

10 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

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vii

Introduction

Purpose and Content of This ManualThis manual is designed to provide you with detailed information about the variouscomponents and features of the Math Concepts and Skills 2 course. Theinformation is meant to help you plan instruction and to maximize student benefitfrom the course. The Reference Manual for Math Concepts and Skills 2 supplementsthe descriptions in Getting Started with Math Concepts and Skills 2 on how to usethe course.

Part One consists of a list of all the computation learning objectives with somesample exercises and a complete description of the Speed Games strand.

Part Two consists of a list of all the application learning objectives with somesample exercises and an explanation of their content.

Part Three provides examples of the various exercise types in the course as well asan example of a tutorial. Sample audio messages from exercises are included toshow the support given by audio.

Part Four explains how students progress through the course on the basis of theirperformance.

Part Five lists and describes the enrollment options in the course along with theirpreset values.

Part Six lists the information that can be found in the Math Reference resource.

Pedagogy of This CourseThe Math Concepts and Skills 2 course is a knowledge-based interactivemultimedia course designed to develop and maintain mathematics skills. Theinstruction combines individualized practice in computation skills and problem-solving skills. Visual support is also provided. All exercises include instructionaland reinforcement messages delivered in digitized audio. The course is appropriate

for a wide range of learners from those who need additional practice to thosewho wish to review basic concepts. Each session is tailored to fit the students stateof knowledge, acquisition rate, and retention.

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viii Reference Manual for Math Concepts and Skills 2

NCTM Standards

The Math Concepts and Skills 2 course supports the standards set forth by theNational Council of Teachers of Mathematics (NCTM) in Principles andStandards for School Mathematics. The course integrates concept development andskill 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 than1,600 skills typically taught in kindergarten through the eighth-grade level. Basiccomputation and reasoning are both emphasized. An extraordinary depth ofinstruction is available in the course. For example, if the student worked 25exercises per day for 150 school days a year, it would take nine years to completethe entire course. The actual time needed to complete the course and the numberof exercises a student solves depend upon each student s individual progressthrough 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 assessstudent performance in the Math Concepts and Skills 2 course. As each studentprogresses through the course, the system builds a profile of student achievement

with performance data stored in an individual cumulative history file. Studentperformance data are reported to the teacher using SuccessMaker Enterprisecoursewares standard reports. The algorithms in SuccessMaker Enterprise arerefined periodically based on current research in learning theory and on evaluationdata from student performance in the course.

Individualization

Individualized review helps each student master difficult skills. When a studentdemonstrates difficulty with a particular application strand skill, it is marked fordelayed presentation and presented again later while the student continues toprogress through the strand. This reordering of difficult skills helps studentsimprove and build new skills, while allowing them to return later to retry previouslydifficult applications.

Further individualization results from the answer processing and error analysis usedby 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 studentsimmediately when they have made an error, allowing them to pinpoint the sourcesof their mistakes. Working through an exercise in this way builds studentconfidence and reduces the frustration that occurs when students are not told untilthe conclusion of an exercise that their answer is incorrect. The analysis of eachstudents errors is individualized and produces specific feedback for thecomputation exercises. Multistep or more general tutorials are provided whenstudents have difficulty with concepts.

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Introduction ix

Another type of individualization takes place as the system randomly generates thenumbers in each exercise for each student within limits determined by carefullydesigned algorithms. The resulting pool of exercises provides such variety thatstudents rarely see the same combinations of numbers and pictures repeated withinthe exercises for a particular skill.

Student Interface

The Math Concepts and Skills 2 course contains online student resources,including the following:

Show Answer shows the correct answer to the current question

Audiorepeats the instructions, or increases or decreases the volume of theaudio

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 metricand inchpound systems

Check Progresssummarizes the students performance during the currentsession

Referencecontains an illustrated glossary; a set of tables with mathematicalformulas and symbols,conversion factors, commonly used units in the metricand inchpound systems; and sets of data cards with illustrations of currency

These resources provide students with opportunities to participate actively in theirown learning processes. The icons for all of the resources, except the tutorial, areavailable 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-leftcorner of the screen. The student uses the mouse or trackball to move the pointeron the screen to an icon and clicks the button to select a resource. For example, astudent can look up a word in the glossary and then return with new informationto the exercise he or she was working on.

As students work in the Math Concepts and Skills 2 course, the amount of practicethey receive and the immediate, individualized feedback to their responsesreinforce their development in general mathematical understanding and theirability to think critically, solve problems, make inferences, and find patterns.

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Part OneComputation Strands

1 Learning Objectives and Sample Exercises

2 Speed Games Strand

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2 Reference Manual for Math Concepts and Skills 2

Introduction

The information about the computation strands in the Math Concepts and Skills 2course (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. Thispart consists of two chapters that contain data on the eight computation strands inMCS2.

Chapter 1 lists the learning objective for each exercise in each computation strand atevery level. Some samples of computation exercises are also included. The strands arelisted alphabetically, in the order shown inTable 1, below.

Chapter 2 describes the Speed Games strand separately because its presentation andmastery criteria differ from those aspects of the other strands in the course. Theexercises in this strand cover the basic facts in addition, subtraction, multiplication,and division in a context that encourages students to increase their speed in doingcomputations.

Table 1 Computation Strands

Strand Name Code Page Strand Name Code Page

AdditionDecimals

DivisionEquations

ADDC

DVEQ

418

2429

FractionsMultiplication

Speed GamesSubtraction

FRMU

SGSU

3746

5357

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3

1Learning Objectives

and Sample Exercises

Each computation exercise in the Math Concepts and Skills 2 course is based on alearning objective. This chapter contains a list of these objectives, organized bylevel within each strand.

Each objective is labeled with a skill identifier that consists of a pair of letters forthe strand code (seeTable 1 on the previous page) and a number indicating thelevel. For example, MU 3.55 identifies a multiplication exercise at level 3.55. Theobjectives on the reports correspond to those in the course, as identified here. Onreports, 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 availablefor all learning objectives that are followed by [W].

The sample exercises shown with the objectives are examples of what a student maysee from a variety of randomly selected variables and graphic representations foreach exercise.

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Skill Objectives and Sample ExercisesAddition

AD 0.10 [W]

Enter numerals for whole numbers (0-4).

AD 0.20 [W]

Enter numerals for whole numbers (5-9).

AD 0.30 [W]

Count two groups of objects to find the total (sums 24,

neither addend 0).

AD 0.40 [W]

Count two groups of objects to find the total (sums 46,neither addend 0).

AD 0.50 [W]

Count two groups of objects and enter the sum (sums 2-5, neither addend 0).

AD 0.60 [W]

Count two groups of objects and enter the sum (sums 6-10, neither addend 0).

AD 0.70 [W]

Count the objects in two groups (addends 05, sums15).

AD 0.80 [W]

Count the objects in two groups (addends 010, sums610).

AD 0.90

Solve an addition problem with two addends (sums15, audio presentation).

Computer Voice: "Marcy had a bowl ofstrawberries. After she ate two

strawberries, there were three left. How

many strawberries were in the bowl before

Marcy started eating?"

AD 1.00 [W]

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

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Skill Objectives and Sample ExercisesAddition 5

AD 1.05 [W]

Add using basic facts (addends 05, sums 25,horizontal presentation).

AD 1.10 [W]

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

AD 1.15 [W]

Add using basic facts (addends 19, sums 610,horizontal presentation).

AD 1.20 [W]

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

Computer Voice: "What is two plus two?"

AD 1.25

Add 1 to a number (sums 110, audio presentation).

Computer Voice: "What is five plus one?"

AD 1.30 [W]

Add two 1-digit numbers (sums 610, audiopresentation).

Computer Voice: "What is two plus four?"

AD 1.35

Add doubles (sums 218).

AD 1.40

Solve a problem with three addends (1-digit,sums 310, audio presentation).

Computer Voice: "Jane drew three pinktriangles, one orange triangle and two

green triangles. How many triangles did

she draw in all?"

AD 1.45

Add doubles (sums 418, audio presentation).

Computer Voice: "What is seven plusseven?"

AD 1.50

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

AD 1.53

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

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AD 1.57 [W]

Add using basic facts (sums 1118).

AD 1.60 [W]

Add using basic facts (sums 1018, horizontalpresentation).

AD 1.63

Add using basic facts (sums 118, audio presentation).

Computer Voice: "What is five plus two?"

AD 1.67 [W]

Add two multiples of 10 (sums 2090).

AD 1.70 [W]

Add three addends (sums 25).

AD 1.73 [W]

Add three 1-digit addends using mental math (sums35).

AD 1.77 [W]

Add three addends (sums 610).

AD 1.80 [W]Add three addends using mental math (sums 610).

AD 1.83 [W]

Add four 1-digit addends (sums 310).

AD 1.87 [W]

Add three 1-digit addends (sums 1119).

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AD 1.90 [W]

Add three 1-digit addends using mental math (sums1019).

AD 1.93 [W]

Add without regrouping, one 1-digit addend and one 2-digit addend (sums 11-99).

AD 1.97 [W]

Add two 2-digit addends without regrouping (sums2199).

AD 2.00

Add zero to a number (sums 19).

AD 2.05

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

AD 2.10 [W]

Find the missing addend in a number sentence (two1-digit addends 19, sums 210).

AD 2.15

Add 10 to a number (sums 1119, audio presentation).

Computer Voice: "How much is ten plusnine?"

AD 2.25 [W]

Add 1- and 2-digit addends (sums 1119, audiopresentation).

Computer Voice: "How much is thirteen plusfive?"

AD 2.30 [W]

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

AD 2.35 [W]

Add using basic facts (sums 1018).

AD 2.40 [W]

Add using basic facts (sums 1018, horizontalpresentation).

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AD 2.45 [W]

Add three multiples of 10 (sums 3090).

AD 2.47 [W]

Add two multiples of 10 using mental math (sums2090).

AD 2.50Add 9 to a number (sums 1018, audio presentation).

Computer Voice: "How much is nine plussix?"

AD 2.52


AD 2.60 [W]


AD 2.62 [W]

Find the missing addend in a number sentence (two 1-digit addends, sums 1018).

AD 2.67 [W]

Add 1-digit and 2-digit addends using mental math(sums 1199).

AD 2.72 [W]

Find the missing addend in a number sentence (1-digitand a multiple of 10, sums 11-99, no regrouping).

AD 2.75 [W]

Add three multiples of 10 with regrouping (sums

100190).

AD 2.77 [W]

Find the missing addend in a number sentence (three1-digit addends, sums 19).

AD 2.80 [W]

Add two 2-digit addends (sums 100189, regrouping10s to 100s).

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AD 2.82 [W]

Add 1-digit and 2-digit addends with regrouping (sums2098).

AD 2.85 [W]

Add 1-digit and 2-digit addends with regrouping (sums2098, horizontal presentation).

AD 2.87Add three 2-digit addends without regrouping (sums3399).

AD 2.88

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

AD 2.90 [W]

Add two 3-digit numbers without regrouping (sums200-999).

AD 2.92 [W]

Add 2-digit and 3-digit addends with regrouping (sums120998).

AD 2.95 [W]

Add three 2-digit addends with regrouping 10's to 100'splace (sums 100-199).

AD 2.97 [W]

Add two 3-digit addends with regrouping (sums200998).

AD 3.00 [W]

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

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AD 3.05 [W]


AD 3.10 [W]

Add two 2-digit addends using mental math (sums2199).

AD 3.15 [W]

Add 2-digit and 3-digit addends without regrouping(sums 110999).

AD 3.20 [W]

Find the missing addend (three 1-digit addends, sums1019).

AD 3.25 [W]


AD 3.30 [W]

Add two multiples of 10 with regrouping (sums100180, horizontal presentation).

AD 3.35 [W]

Add three 1-digit addends (sums 2027).

AD 3.40 [W]

Find the missing addend in a number sentence (1- and2-digit addends, sums 1099, no regrouping).

AD 3.45 [W]

Add two 3-digit addends without regrouping (sums200999).

AD 3.50 [W]

Add two 2-digit addends with regrouping (sums101189, horizontal presentation).

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AD 3.55 [W]


AD 3.60 [W]

Find the missing addend in a number sentence (two2-digit multiples of 10, sums 100180).

AD 3.65 [W]


AD 3.70 [W]

Add two 2-digit addends with regrouping (sums 3098,horizontal presentation).

AD 3.75 [W]


AD 3.80 [W]

Find the missing addend in a number sentence (two2-digit addends, sums 2199, no regrouping).

AD 3.85 [W]

Add 1-digit and two 2-digit addends withoutregrouping (sums 2199).

AD 3.90 [W]

Add two 2-digit addends with regrouping (sums100198, horizontal presentation).

AD 3.95 [W]


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AD 4.00 [W]

Find the missing addend in a number sentence (three1-digit addends, sums 2027, regrouping 1s to 10s).

AD 4.05 [W]

Add 2-digit and 3-digit addends with regrouping in the10s place (sums 120998).

AD 4.10 [W]

Find the missing addend in a number sentence (1- and2-digit addends, sums 2098, regrouping 1s to 10s).

AD 4.15 [W]

Add two 3-digit addends with regrouping (sums

210998).

AD 4.20 [W]

Find the missing addend in a number sentence (two2-digit addends, sums 100189, regrouping 10s to100s).

AD 4.25 [W]

Add one 1-digit and two 2-digit addends (noregrouping, sums 20 - 99).

AD 4.30 [W]

Find the missing addend in a number sentence (2- or3-digit addends and 3-digit multiples of 10, sums110990).

AD 4.35 [W]

Add 2-digit and 3-digit addends with regrouping(addends 1199 or 111899, sums 200998).

AD 4.45 [W]

Add one 1-digit and two 2-digit addends (noregrouping, sums 20 - 99).

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AD 4.55 [W]


AD 4.65 [W]

Add 1-digit and two 2-digits addends with regrouping(sums 100207).

AD 4.75 [W]


AD 4.85 [W]


AD 4.95 [W]

Add three 2-digit addends with regrouping (sums40297).

AD 5.05 [W]

Add 3-digit addends with regrouping in all places (sums10001998).

AD 5.25 [W]

Add one 2-digit and two 3-digit addends withregrouping (sums 2112097).

AD 5.45 [W]

Add three 3-digit addends with regrouping (sums3112997).

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AD 5.65 [W]

Add 3-digit and 4-digit addends with regrouping (sums111110,998).

AD 5.85 [W]

Add two 4-digit addends with regrouping (sums211119,998).

AD 6.00 [W]

Find the missing number on a number line (3 to 12).

AD 6.10 [W]

Find the missing addend in a number sentence (two1-digit addends, positive or negative, sums = 0).

AD 6.20 [W]

Find the missing addend in a number sentence (two2-digit addends, positive or negative, sums = 0).

AD 6.30 [W]

Find the missing addend in a number sentence (twoaddends 99 to 99, sums = 0).

AD 6.40 [W]

Find the missing addend in a number sentence (missingaddend 8 to 1, sums 18).

AD 6.50 [W]

Determine if the sum is positive or negative (1- and

2-digit addends).

AD 6.60 [W]

Add two integers (addends 10 to 0, sums 20 to 0).

Add these integers.

AD 6.70 [W]

Add a positive and a negative integer (two 1-digitaddends, sums 9 to 9).

Add these integers.

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AD 6.80 [W]

Add two integers using mental math (addends 10to 10, sums 20 to 20).

Add these integers.

AD 6.90 [W]

Find the missing addend in a number sentence (missingaddends 10 to 10, sums 20 to 20).

AD 7.00 [W]

Add three integers (addends, sums 30 to 3).Add these integers.

AD 7.10 [W]

Add three integers (addends, sums 10 to 10).

Add these integers.

AD 7.20 [W]

Add integers in an associative expression ((a + b) + c,three addends 10 to 10).

Add these integers.

AD 7.30 [W]

Identify an equivalent expression with integers(Commutative Property of Addition).

AD 7.40 [W]

Identify an equivalent expression ((a + b) = a + (b);a, b = 19).

AD 7.50 [W]

Identify an equivalent expression ((a + b) = - a b; a,b = 19).

AD 7.60 [W]

Identify an equivalent expression with integers (four1-digit addends).

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AD 7.70 [W]

Identify an equivalent expression (( a + b) = a b; a,b = 19).

AD 7.80 [W]

Add four integers (addend absolute value 120, twoadditive inverses).

AD 7.90 [W]

Compare two expressions using the property of additiveinverses.

AD 8.00 [W]

Add integers (two addends, 20 to 20).

AD 8.10 [W]

Find the missing addend in a number sentence (1- and

2-digit integers, sums 20 to 20).

AD 8.20 [W]

Find the missing addend in a number sentence (threeaddends 10 to 10).

AD 8.30 [W]

Identify an equivalent variable expression ((a + b) =a + (b)).

AD 8.40 [W]

Identify an equivalent variable expression ((a + b) =a b).

AD 8.50 [W]

Identify an equivalent variable expression ( (a + b) =a b).

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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 thedistributive 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 c9 ).

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Skill Objectives and Sample ExercisesDecimals

DC 3.00

Identify the number of dollars and dimes that represent agiven amount ($1.10$3.50).

DC 3.10

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

DC 3.20 [W]

Add money amounts (sums less than $10.00).

DC 3.30

Write the decimal notation for the value of a set of dimes(1139 dimes).

DC 3.40

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

DC 3.50

Find a fraction and an equivalent decimal thatrepresent a model (base-ten blocks, tenths, 0.10.9).

DC 3.60

Move a decimal number to the correct location on anumber line (0.10.9).

DC 3.70

Enter a decimal number for a mixed number (tenths,1.1-9.9).

DC 3.75

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

DC 3.80

Use base-ten blocks to represent a decimal number

(tenths, 1.03.9).

DC 3.85

Identify the position of a decimal number on a numberline (1.15.9).

DC 3.90

Compare decimal numbers (0.19.9).

DC 4.00

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

DC 4.05

Add decimals using mental math (sums 1.19.9).

DC 4.10

Subtract decimals with regrouping (minuends 2.0-3.0,subtrahends 0.1-0.9).

DC 4.13

Subtract decimals using mental math (minuends,

subtrahends 0.10.9).

DC 4.15


DC 4.17

Subtract decimals using mental math (10.199.9).

DC 4.20

Subtract decimals with regrouping (minuends 2.0-9.9,subtrahends 0.1 to 0.9).

DC 4.30 [W]

Add decimals with regrouping (sums less than 10.0).

DC 4.40

Enter a decimal number in a place value chart(0.011.89, base-ten block models, 100ths).

DC 4.42

Add decimals with regrouping (sums 1.098.9).

DC 4.44

Identify the decimal number with a 0 to 9 in the tenthsor hundredths place.

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Skill Objectives and Sample ExercisesDecimals 19

DC 4.46

Subtract decimals with or without regrouping(minuends and subtrahends 0.199.9).

DC 4.48

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

DC 4.50

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

DC 4.52


DC 4.54

Subtract decimals using mental math (minuends andsubtrahends 0.019.99).

DC 4.55 [W]

Subtract money amounts with or without regrouping(sums less than $15.00).

DC 4.60 [W]

Compare decimals to fractions (hundredths andmultiples of ).

DC 4.65

Add or subtract decimals with or without regrouping(sums less than 1.00, horizontal presentation).

DC 4.70

Align the decimal numbers in a vertical additionproblem, then solve (hundredths, regrouping).

DC 4.75

Align the decimal numbers in a vertical subtractionproblem, then solve (hundredths, regrouping).

DC 4.80

Move a decimal number to the correct location on anumber line (1.119.89).

DC 4.85 [W]

Subtract decimals with regrouping (sums less than50.00).

DC 4.87

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

DC 4.90

Compare two decimal numbers (10.0199.99).

DC 4.92

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

DC 4.95 [W]

Order three decimal numbers (tenths to hundredths).

DC 5.00

Find the product and dividend in related decimalmultiplication and division fact families (basic facts 0.2x 2 to 0.9 x 5).

DC 5.05

Find the missing number on a number line; then use thenumber line to find the product of multiples of tenths or

hundredths.

DC 5.10

Find the missing number in related decimalmultiplication and division fact families (0.02 x 2 to0.09 x 5).

DC 5.15

Identify the position of the decimal point in a product oftwo decimal numbers.

DC 5.20 [W]

Multiply two decimals or multiply a decimal by a wholenumber (tenths to hundredths).

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DC 5.25

Match a decimal number to an equivalent fraction(tenths to thousandths).

DC 5.30 [W]

Compare decimal numbers (tenths to thousandths).

DC 5.35

Align the second addend under the first addend in adecimal addition problem; then solve (tenths tothousandths).

DC 5.40 [W]

Match a decimal number to its word name (tenths tothousandths).

DC 5.45

Align the subtrahend under the minuend in a decimalsubtraction problem; then solve (thousandths).

DC 5.50

Select the decimal number that indicates the mostreasonable value.

DC 5.55

Round a decimal to the nearest tenth, hundredth, or

whole number.

DC 5.60

Identify the best estimate for a sum, difference, orproduct.

DC 5.65 [W]

Multiply decimals using mental math (0.2 0.6 to0.9 0.12).

DC 5.70Align the subtrahend under the minuend in a decimalsubtraction problem; then solve (thousandths).

DC 5.75

Multiply decimals using an algorithm(thousandths hundredths).

DC 5.80

Multiply decimals by 10, 100, or 1000.

DC 5.85

Arrange three decimals from least to greatest (tenths tothousandths).

DC 5.90

Find the missing factor in related decimal multiplicationand division fact families (basic facts 0.2 x 2 to 0.9 x 5).

DC 5.95

Identify the best estimate for a quotient (decimal dividedby a whole number).

DC 6.00

Divide a decimal by a whole number (dividends tohundredths).

DC 6.05

Find the missing number in related multiplication anddivision number sentences (to ten thousandths).

DC 6.10

Select the place value of a digit in a decimal number (toten thousandths).

DC 6.15

Match a decimal number to a model representing thatdecimal number.

DC 6.20

Subtract decimals with regrouping (to ten thousandths.)

DC 6.25

Multiply decimals (products to hundred thousandths).

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DC 6.30 [W]

Divide decimals using mental math (quotients tenths tohundredths).

DC 6.35

Identify a reasonable answer for a division problem.

DC 6.40

Move the decimal point in the divisor and dividend toset up a long division problem.

DC 6.45

Divide a decimal number by a whole number (quotientsless than 0.1).

DC 6.50

Move the decimal point in the divisor and dividend toset up for a long division problem; then, divide decimalsusing the long division algorithm.

DC 6.55

Identify the probable error in a decimal multiplicationcalculation.

DC 6.60

Divide decimals (1.0 0.2 to 1.2 0.5).

DC 6.65 [W]

Multiply a whole number or a decimal by 0.1, 0.01, or0.001.

DC 6.70

Find the missing decimal number in a pattern (to tenthousandths).

DC 6.75

Use < or > symbols to make a number sentence withdecimals true.

DC 6.80

Find an equivalent mixed number for a decimal (to tenthousandths).

DC 6.85

Find a decimal and a percent that represent a model(base-ten blocks, hundredths).

DC 6.90 [W]

Identify the division problem that can be used to rewritea fraction as a decimal.

DC 6.95

Rewrite a fraction as a decimal using the long divisionalgorithm.

DC 7.00 [W]

Find an equivalent fraction for a decimal (denominatora factor of 100).

DC 7.10 [W]

Find an equivalent decimal for a mixed number(denominator a factor of 100).

DC 7.20 [W]

Rewrite a decimal as a percent (tenths to thousandths).

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DC 7.30 [W]

Rewrite a fraction as a percent (denominator a multipleof 10).

DC 7.40 [W]

Divide a decimal by 0.1, 0.01, or 0.001.

DC 7.50 [W]

Rewrite a fraction as a percent (denominator a factor of100).

DC 7.60 [W]

Rewrite a decimal number as a percent (0.00120.0).

DC 7.70 [W]

Rewrite a mixed number as a percent (denominator afactor of 100).

DC 7.80 [W]

Divide a number by 0.1, 0.01, or 0.001 (dividends0.0010.999).

DC 7.90 [W]

Rewrite a mixed number as a percent (denominator afactor of 100).

DC 8.00 [W]

Rewrite a percent as a fraction (simplifying).

DC 8.10 [W]

Find a percent of a money amount ($0.80$10.80).

DC 8.20 [W]

Rewrite a percent as a decimal (percent given as a mixednumber).

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DC 8.30 [W]

Find a percent of a multiple of 10 (10100).

DC 8.40 [W]

Find a percent of a money amount (percent is given as amixed 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 orequal 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.

DC 8.90 [W]

Find the percent of increase.

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Skill Objectives and Sample ExercisesDivision

DV 3.40

Divide using graphic models(combinations to 5 5).

DV 3.50 [W]

Divide using basic facts (combinations to 5 5).

DV 3.60 [W]

Find the missing dividend or divisor in a numbersentence (combinations to 5 5).

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

DV 3.80 [W]

Find the missing dividend or divisor in a numbersentence (combinations 2 6 to 9 5).

DV 3.90 [W]

Divide using basic facts (combinations 6 6 to 9 9).

DV 4.00 [W]

Find the missing dividend or divisor in a number

sentence (combinations 6 6 to 9 9).

DV 4.10 [W]

Divide (combinations 2 10 to 5 12).

DV 4.20 [W]


DV 4.30 [W]

Divide (combinations 6 10 to 9 12).

DV 4.40 [W]


DV 4.50 [W]

Divide using the long division algorithm(2-digit 1-digit = 1-digit, no remainder).

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Skill Objectives and Sample ExercisesDivision 25

DV 4.60 [W]

Divide using mental math (combinations 2 20 to5 90).

DV 4.70 [W]

Divide using the long division algorithm(2-digit 1-digit = 1-digit, remainder).

DV 4.80 [W]


DV 4.90 [W]


DV 5.00 [W]


DV 5.20 [W]

Divide using the long division algorithm

(3-digit 1-digit = 3-digit, no remainder).

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DV 5.40 [W]


DV 5.60 [W]


DV 5.80 [W]


DV 6.00 [W]


DV 6.10

Estimate the quotient in a long division problem(3-digit 2-digit = 1-digit, remainder).

DV 6.20 [W]


DV 6.40 [W]


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Skill Objectives and Sample ExercisesDivision 27

DV 6.60 [W]


DV 6.80 [W]

Divide (combinations 2 13 to 5 19, no remainder).

DV 7.00 [W]


DV 7.20 [W]

Divide (combinations 6 13 to 9 19, no remainder).

DV 7.40 [W]


DV 7.60 [W]


DV 7.80 [W]


DV 8.00 [W]Finda/b (quotients 740, divisors 59).

DV 8.10 [W]

Find the quotient of b divided by a (combinations6 13 to 9 19).

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DV 8.20 [W]

Divide decimals. Express the quotient to one decimalplace.

DV 8.30 [W]

Estimate the quotient to the nearest ten.

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).

DV 8.70 [W]

Determine the sign of the quotient.

DV 8.80 [W]

Divide integers (combinations 6 13 to 9 19, allsigns).

DV 8.90 [W]

Find the missing dividend or divisor in a numbersentence with integers (combinations 7 13 to 9 19,all signs).

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Skill Objectives and Sample ExercisesEquations 29

Skill Objectives and Sample ExercisesEquations

EQ 1.80

Identify the arithmetic operations from pictures andcontexts (sums and minuends 69).

EQ 1.90

Complete fact families with four facts (sums 310).

EQ 2.00 [W]

Solve for c in a + b = c (sums 09).

EQ 2.10 [W]

Solve for c in a b = c (differences 09).

EQ 2.20 [W]

Compare numbers using < or > symbols (119).

EQ 2.25 [W]

Compare sums (sums 19, including CommutativeProperty).

EQ 2.30 [W]

Solve for c in a + b = c (sums 1018).

EQ 2.40 [W]

Compare numbers using < or > symbols (2099).

EQ 2.50 [W]

Solve for c in a b = c (minuends 1018, differences 09).

EQ 2.60 [W]

Solve for a or b in a + b = c (sums 09).

EQ 2.70 [W]

Solve for a or b in a b = c (minuends 09).

EQ 2.80 [W]

Solve for a or b in a + b = c (sums 1018).

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EQ 2.90 [W]

Solve for a or b in a b = c (minuends 1018, differences018).

EQ 3.00 [W]

Compare sums using , or = (addends and sums are 2-digit multiples of 10).

EQ 3.10 [W]

Solve for a, b, or c in a + b + c = d (1-digit addends, sums1019).

EQ 3.20 [W]

Solve for a or b in a + b = c (1- and 2- digit addends,sums 10108).

EQ 3.30 [W]

Compare differences using , or = (minuends 19).

EQ 3.40 [W]

Solve for c in a b = c (minuends 2099, 1-digitsubtrahends, no regrouping).

EQ 3.50 [W]

Solve for d in a + b + c = d (1-digit addends, sums2027).

EQ 3.60 [W]Solve for c in a b = c (minuends 2099, 2-digitsubtrahends, no regrouping).

EQ 3.70 [W]

Solve for a or b in a + b = c (1- and 2-digit addends, sums1298).

EQ 3.80 [W]

Solve for c in a b = c (minuends 2098, regrouping).

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EQ 3.90 [W]

Solve for a or b in a b = c (minuends 2099, noregrouping).

EQ 3.95

Complete fact families with four facts (products 2 3 to8 9).

EQ 4.00 [W]

Solve for a or b in a + b = c (sums 101199, noregrouping).

EQ 4.10 [W]

Solve for c in a b = c (products 1 2 to 5 9).

EQ 4.20 [W]

Solve for a or b in a b = c (minuends 2199, 1-digitsubtrahends, no regrouping).

EQ 4.25

Determine output of one-function machine, given inputand sample inputs and outputs (sums, minuends 120).

EQ 4.30 [W]

Solve for c in a b = c (dividends 6 6 to 9 9).

EQ 4.40 [W]

Compare products using , or = (products 2 2 to9 9).

EQ 4.50 [W]

Solve for a or b 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 4.70 [W]

Solve for c in a b = c (products 6 2 to 9 12).

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EQ 4.80 [W]


EQ 4.90 [W]

Compare quotients using , or = (dividends 2 2 to9 9).

EQ 5.00 [W]

Solve for a or c in a/b +c/b =

d/b (sums2/3 to 11/12).

EQ 5.10 [W]

Solve for a or b in a b = c (products 6 2 to 9 12).

EQ 5.15

Determine output of one-function machine, given inputand sample inputs and outputs (products, dividends 2 2to 9 9).

EQ 5.20 [W]


EQ 5.30 [W]

Solve for a or c in a/b c/b =

d/b (minuends2/3 to

11/12).

EQ 5.40 [W]


EQ 5.50 [W]

Solve for a or c in a/b c/b =

d/b (improper fractions,minuends 4/3 to 35/12).

EQ 5.60 [W]

Solve for a or b in a

b = c (products 2

10 to 12

12).

EQ 5.70 [W]

Solve for a or c in a/b +c/b =

d/b (sums4/3

d/b35/12 ,

improper fractions).

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EQ 5.80 [W]

Solve for a or b in a b = c (dividends 6 20 to 9 90,multiples of 10).

EQ 5.90 [W]

Solve for a or b in a b = c (products 2 20 to 12 90,multiples of 10).

EQ 6.00 [W]

Solve for a or b in a + b = c (decimals to tenths, noregrouping).

EQ 6.10 [W]

Solve for a or b in a b = c (decimals to tenths,regrouping).

EQ 6.20 [W]

Solve for a or b in a b = c (products from 0.2 0.6 to0.9 0.9).

EQ 6.30 [W]

Solve for a or b in a b = c (dividends 0.6 0.6 to0.9 0.9).

EQ 6.40 [W]

Solve for a, b, or c in a b/c=d/e(2 2 d12 12).

EQ 6.50 [W]

Solve for a, b, c, or d in a/b c/d=

e/f(2 2 e12 12).

EQ 6.60 [W]Solve for a or b in a + b = c (decimals to hundredths).

EQ 6.70 [W]

Solve for a or b in a b = c (decimals to hundredths,regrouping).

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EQ 7.00 [W]

Solve for a, b, or c in a/b c =d/e(1 2 e12 12).

EQ 7.30 [W]

Solve for a or b in a b = c (products from 0.02 0.13 to0.09 0.19).

EQ 7.60 [W]

Solve for a, b, c, or d in a/b c/d=

e/f.(2 a, b, c, d12).

EQ 7.90 [W]

Solve for a or b in a b = c (dividends from 0.01 0.02to 0.05 0.05).

EQ 7.95 [W]

Solve for a in a + b = c or a b = c in steps (sums,minuends 220).

EQ 8.00 [W]

Solve for x in ax = c in steps (products 4 4 to 9 10).

EQ 8.05 [W]

Solve for a in a b = c in steps (dividends 4 4 to9 10).

EQ 8.10 [W]

Solve for x in ax b = c in steps.

EQ 8.15 [W]

Solve for x in ax + b = c in steps (a, x, b < 10).

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EQ 8.20 [W]

Solve for x in ax + b = c (a, x, b < 10).

EQ 8.25 [W]

Identify the equation that can be used to solve a problemin context (ax + b = c).

EQ 8.30 [W]

Identify the equation that can be used to solve a problemin context (a + bx = c).

EQ 8.35 [W]

Solve for y given x in y = ax + b (a, x, b < 10).

EQ 8.40 [W]

Solve for a in a + b = c (20a 1).

EQ 8.45 [W]

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 8.55 [W]

Solve for a in a/b = c (dividends (9 9) to (4 4)).

EQ 8.60 [W]

Solve for x in ax + b = c in steps (9 x 1).

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EQ 8.65 [W]

Solve for x in ax b = c in steps (9 x 2).

EQ 8.70 [W]

Solve for x in ax b = c in steps (9 x 9).

EQ 8.75 [W]

Solve for x in x = a (99 x 99).

EQ 8.80 [W]

Solve for x in a x = b in steps (14x 14).

EQ 8.85 [W]

Determine whether a given value for x is a solution forax + b = c (9 x 9).

EQ 8.90 [W]

Determine whether the given values for x and y satisfyy = ax + b.

EQ 8.95 [W]

Identify the correct equation, given a table of values forx and y.

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Skill Objectives and Sample ExercisesFractions 37

Skill Objectives and Sample ExercisesFractions

FR 1.10

Identify the model that is divided into equal parts (2, 3,4, 5, 6 and 8 parts).

FR 1.20

Identify the model that is divided into equal parts (2, 3,4, 5, 6 and 8 parts).

FR 1.30

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 aregion (denominators 24).

FR 1.50

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

FR 1.60

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

FR 1.70

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 24, unit fractions).

FR 1.90

Count the fractional parts and the total number of partsin a region (denominators 24).

FR 2.00Identify a model that represents a fraction(denominators 24).

FR 2.10

Identify a fraction that represents a model(denominators 24).

FR 2.20

Match the word name of a fraction to a fraction(denominators 24).

FR 2.30

Count the fractional parts and total number of parts in aset (denominators 24).

FR 2.40

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

FR 2.50

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

FR 2.60

Identify a fraction of a set (denominators 24).

FR 2.70

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

FR 2.80

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

FR 2.90

Identify a set that represents one-half (items 4, 6, 8).

FR 3.00

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).

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FR 3.20

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

FR 3.30

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

FR 3.40

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

FR 3.50

Solve a problem by finding a fraction of a set(denominators 28).

FR 3.60

Identify a fraction of a set (denominators 28).

FR 3.70

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

FR 3.80

Find a fraction equal to 1 (denominators 2, 3, 4, 5,6, 8).

FR 3.90

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

FR 3.95

Compare two fractions using a model (unlikedenominators 2, 3, 4, 8).

FR 4.00

Find a missing fraction on a number line (denominators28).

FR 4.05

Identify a fraction for a given point on a number line(denominators 10, 12, 16).

FR 4.10

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

FR 4.20

Find equivalent fractions using models (denominators

2-16).

FR 4.30

Compare fractions with like denominators using anumber line (denominators 2-16).

FR 4.40 [W]

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

FR 4.50

Compare unlike fractions using models (denominators2-16).

FR 4.52

Identify the fraction with a greater value than a givenfraction (unlike denominators 2, 3, 4, 6, 8).

FR 4.54

Compare fractions with unlike denominators usingmodels (denominators 28).

FR 4.56

Compare the fractional parts to a whole (2-8 parts).

FR 4.58

Order fractions with unlike denominators from least togreatest (denominators 2, 3, 4, 6, 8, 10 and 12).

FR 4.60 [W]

Add fractions with like denominators using models

(denominators 212, no simplifying).f

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FR 4.70 [W]

Subtract fractions with like denominators using models(denominators 212, no simplifying)

FR 4.80

Rewrite a whole number as a fraction using models(whole numbers 15, denominators 28).

FR 4.90 [W]

Rewrite a fraction as a mixed number using models(whole numbers 14, denominators 28).

FR 4.95Identify the difference when a fraction is subtractedfrom 1 (denominators 4, 5, 6, 8, 10, 12).

FR 5.00

Rewrite a mixed number as a fraction using models(whole numbers 15, denominators 28).

FR 5.10 [W]

Compare fractions with like denominators(denominators 316).

FR 5.20 [W]

Compare fractions to 1 (denominators 216).

FR 5.30 [W]

Rewrite a fraction as a mixed number (denominators28).

FR 5.40 [W]

Rewrite a mixed number as a fraction (denominators59).

FR 5.50 [W]Find the missing numerator or denominator in anequivalent fraction (simplified fractions 1/2

3/4).

FR 5.55 [W]

Simplify a fraction, if possible (simplified fractions1/23/4).

FR 5.60 [W]

Find the missing numerator or denominator in anequivalent fraction (simplified fractions 1/27/8).

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FR 5.65 [W]

Simplify fractions, if possible (simplified fractions1/27/8).

FR 5.70 [W]

Write a fraction in simplest form (simplified fractions1/27/8).

Reduce this fraction to lowest terms.

=

FR 5.75

Simplify fractions (simplified fractions 1/27/8).

FR 5.80 [W]

Find an equivalent fraction by multiplying thenumerator or denominator of a simplified fraction(simplified fractions 1/28/9).

FR 5.85 [W]

Find three equivalent fractions (simplified fractions1/28/9).

FR 5.87

Identify a method for finding a common denominator fortwo fractions (denominators 28).

FR 5.90 [W]

Add mixed numbers with like denominators(denominators 312, no simplifying).

FR 5.95 [W]

Subtract mixed numbers with like denominators(denominators 312, no simplifying).

FR 6.00

Compare fractions with unlike denominators(denominators 224).

FR 6.05 [W]

Add mixed numbers with like denominators(denominators 216, simplifying).

9

15

?

?

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FR 6.10

Subtract a fraction from 1 (denominators 216,simplifying).

FR 6.15 [W]

Add fractions with unlike denominators (denominators212, no simplifying).

FR 6.20 [W]

Subtract fractions with unlike denominators(denominators 212, no simplifying).

FR 6.25 [W]

Add fractions with unlike denominators (no simplifying,vertical presentation).

FR 6.30

Subtract fractions with unlike denominators (nosimplifying, vertical presentation).

FR 6.35 [W]

Multiply fractions (denominators 212, nosimplifying).

FR 6.40 [W]

Multiply a whole number and a fraction (denominators212, no simplifying).

FR 6.45 [W]Add fractions with unlike denominators (simplifying).

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FR 6.50 [W]

Subtract fractions with unlike denominators(simplifying).

FR 6.55 [W]

Add fractions with unlike denominators (denominators29, simplifying).

FR 6.60 [W]

Subtract fractions with unlike denominators(denominators 29, simplifying).

FR 6.65 [W]

Multiply fractions (denominators 29, simplifying).

FR 6.70

Multiply fractions by simplifying first.

FR 6.75 [W]

Multiply a fraction and a whole number (denominators29, simplifying).

FR 6.80

Multiply a fraction and whole number by simplifyingfirst.

FR 6.83

Find the missing number in the reciprocal of a fraction(denominators 216).

FR 6.85

Solve an addition problem using mixed numbers withlike denominators (denominators 2, 3, 4, 5, 6,simplifying).

FR 6.90

Solve a subtraction problem using mixed numbers withlike denominators (denominators 3, 4, 5, 6, 8simplifying).

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FR 6.95

Identify the greatest or least fraction in a problem(unlike denominators 2, 3, 4, 5, 6, 8).

FR 6.98

Identify figures with equivalent fractional parts.

FR 7.00

Add mixed numbers with like denominators(denominators 318, simplifying).

FR 7.05 [W]

Subtract mixed numbers with like denominators(denominators 318, simplifying).

FR 7.10

Identify the reciprocal of a fraction.

FR 7.15 [W]

Divide fractions (simplifying; denominators 2-8).

FR 7.20

Identify the reciprocal of a whole number.

FR 7.25 [W]

Divide a fraction by a whole number (simplifying).

FR 7.30

Identify the reciprocal of a mixed number.

FR 7.35

Divide a fraction by a mixed number (simplifying).

FR 7.40 [W]

Divide a whole number or a mixed number by a fraction(simplifying).

FR 7.45

Find the least common denominator of two fractions(denominators 210).

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FR 7.50

Rewrite fractions using the least common denominator(denominators 210).

FR 7.55 [W]

Compare fractions with unlike denominators(denominators 29).

FR 7.60

Find the least common denominator of three fractions(denominators 26).

FR 7.65

Identify a list of fractions that is ordered from least togreatest.

FR 7.70 [W]

Find a fraction of a fraction (denominators 29).

FR 7.75

Add mixed numbers with unlike denominators(simplifying, vertical presentation).

FR 7.80 [W]

Subtract mixed numbers (unlike denominators 210,simplifying, vertical presentation).

FR 7.85 [W]

Multiply mixed numbers (denominators 28,simplifying).

FR 7.90 [W]

Divide a mixed number by a whole number(simplifying).

FR 7.95 [W]

Identify a fraction that is between two fractions.

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FR 8.00

Add mixed numbers with unlike denominators(simplifying).

FR 8.10

Subtract mixed numbers with unlike denominators(simplifying).

FR 8.20 [W]

Multiply three fractions (denominators 25,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 andwhole numbers (simplifying).

FR 8.50

Solve an addition problem with mixed numbers (unlikedenominators, simplifying).

FR 8.60

Solve a subtraction problem with mixed numbers(unlike denominators, simplifying).

FR 8.70 [W]

Identify equivalent expressions with fractions andmixed numbers (multiplication and division).

FR 8.80 [W]

Divide fractions (denominators 212, simplifying).

FR 8.90Use a scale on a map to solve a problem (dividingfractions, simplifying).

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Skill Objectives and Sample ExercisesMultiplication 46

Skill Objectives and Sample ExercisesMultiplication

MU 2.50

Count the groups and the number of objects in eachgroup.

MU 2.60

Use repeated addition to multiply (products 2 2 to5 5).

MU 2.70 [W]Solve addition and multiplication problems (products

2 1 to 2 5).

MU 2.90 [W]

Solve addition and multiplication problems (products2 6 to 2 9).

MU 3.00 [W]

Multiply using basic facts (products to 5 5).

MU 3.10 [W]

Find the missing factor in a number sentence (products

to 5 5).

MU 3.20 [W]

Multiply using basic facts (products 6 1 to 9 5).

MU 3.30 [W]

Find the missing factor in a number sentence (productsto 5 5).

MU 3.40 [W]

Multiply using basic facts (products 1 6 to 5 9,horizontal presentation).

MU 3.50 [W]

Find the missing factor in a number sentence (products1 6 to 5 9).

MU 3.55 [W]


MU 3.60 [W]


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MU 3.65 [W]


MU 3.70 [W]


MU 3.75 [W]


MU 3.80 [W]


MU 3.85 [W]


MU 3.90 [W]

Multiply using basic facts (products 6 6 to 9 9,horizontal presentation).

MU 3.92

Multiply using an algorithm (10 x 1 to 12 x 5).

MU 3.95 [W]

Multiply using an algorithm (products 10 2 to

15

5).

MU 4.00 [W]

Multiply using mental math (products 10 2 to12 12).

MU 4.05 [W]

Multiply using an algorithm (products 16 2 to19 5).

MU 4.10 [W]


MU 4.15 [W]


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MU 4.20 [W]

Multiply using mental math (products 2 12 to12 12).

MU 4.25 [W]


MU 4.30 [W]Find the missing factor in a number sentence (products6 6 to 9 9).

MU 4.35 [W]

Multiply multiples of 10 (products 20 2 to 90 9).

MU 4.40 [W]


MU 4.45 [W]


MU 4.50 [W]


MU 4.55 [W]Multiply multiples of 10 (products 100 2 to 990 9).

MU 4.60 [W]


MU 4.65 [W]

Multiply by a multiple of 10 (products 10 10 to15 90).

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MU 4.70 [W]

Multiply by a multiple of 10 using mental math(products 2 20 to 90 9).

MU 4.75 [W]


MU 4.80 [W]Find the missing factor in a number sentence (products10 2 to 12 12).

MU 4.85 [W]

Multiply by a multiple of 10 (products 16 10 to19 90, multiples of 10).

MU 4.90 [W]

Multiply multiples of 10 using mental math (products20 20 to 90 90).

MU 4.95 [W]

Multiply multiples of 10 (products 20 10 to 90 90).

MU 5.00 [W]

Find the missing factor in a number sentence (products2 20 to 90 9, multiples of 10).

MU 5.05 [W]


MU 5.10 [W]

Find the missing factor in a number sentence (products20 20 to 90 90, multiples of 10).

MU 5.20 [W]

Multiply (products 13 1 to 19 5, horizontalpresentation).

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MU 5.25 [W]


MU 5.30 [W]

Multiply (products 12 6 to 19 9, horizontalpresentation).

MU 5.40 [W]

Multiply by a multiple of 10 (products 13 20 to19 90, horizontal presentation).

MU 5.50 [W]

Multiply by a multiple of 10 (products 20

11 to90 99).

MU 5.70 [W]


MU 5.90 [W]

Multiply using an algorithm (products 10,000 2 to99,999 9).

MU 6.00 [W]


MU 6.20 [W]


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MU 6.40 [W]


MU 6.60 [W]


MU 6.80 [W]


MU 7.00 [W]


MU 7.20 [W]


MU 7.40 [W]

Multiply by a multiple of 10 (products 10,000 20 to99,999 90).

MU 7.60 [W]


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MU 7.80 [W]

Multiply using an algorithm (products 10,000 21 to99,999 99).

MU 8.00 [W]

Multiply multiples of 10 or 100 using mental math.

MU 8.10 [W]Estimate the product of two numbers (factors 101949).

MU 8.20 [W]

Estimate the missing factor in a number sentence (roundto the nearest ten, products 201081,090).

MU 8.30 [W]

Multiply a negative integer by a positive integer(products 144 to 4).

MU 8.40 [W]

Multiply two negative integers (products 4 to 144).

MU 8.50 [W]

Determine the sign of the product of two integers.

MU 8.60 [W]

Multiply a negative integer by a positive integer(products (20 2) to (90 9)).

MU 8.70 [W]

Find the missing positive or negative factor in a numbersentence.

MU 8.80 [W]

Determine the sign of the product of four factors.

MU 8.90 [W]

Multiply three integers (1-digit factors with absolutevalues 210).

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Skill Objectives and Sample ExercisesSpeed Games

SG 2.00

0 + 0, 0 + 1, 0 + 2, 1 + 0, 1 + 1, 1 + 2, 2 + 0, 2 + 1,3 + 0, 3 + 1

SG 2.10

0 + 3, 1 + 3, 2 + 3, 2 + 2, 3 + 2, 4 + 2, 4 + 1, 5 + 1,4 + 0, 5 + 0

SG 2.20

0 + 4, 0 + 5, 1 + 4, 1 + 5, 2 + 4, 2 + 5, 3 + 4, 3 + 3,4 + 3, 5 + 2

SG 2.30

0 0, 1 1, 2 2, 3 3, 1 0, 2 1, 3 2, 2 0,3 1, 3 0

SG 2.40

5 0, 4 0, 6 1, 5 1, 4 1, 6 2, 5 2, 4 2,5 3, 4 3

SG 2.50

6 + 0, 6 + 1, 6 + 2, 6 + 3, 5 + 3, 5 + 4, 4 + 4, 5 + 5,4 + 5, 3 + 5

SG 2.60

0 + 6, 0 + 9, 1 + 9, 2 + 7, 3 + 6, 3 + 8, 7 + 0, 7 + 3,

8 + 1, 9 + 2

SG 2.70

0 + 7, 1 + 6, 1 + 8, 2 + 9, 3 + 7, 6 + 4, 7 + 2, 8 + 0,8 + 3, 9 + 1

SG 2.80

7 2, 7 3, 6 3, 7 4, 6 4, 5 4, 4 4, 7 5,6 5, 5 5

SG 2.906 0, 7 1, 8 2, 8 3, 9 3, 9 4, 8 4, 10 5,9 5, 8 5

SG 3.00

0 + 8, 1 + 7, 2 + 6, 2 + 8, 3 + 9, 7 + 1, 7 + 4, 8 + 2,9 + 0, 9 + 3

SG 3.10

4 + 6, 4 + 7, 5 + 6, 6 + 6, 6 + 5, 7 + 5, 8 + 5, 8 + 4,9 + 5, 9 + 4

SG 3.20

6 6, 9 9, 10 9, 9 7, 9 6, 11 8, 7 0, 10 3,9 1, 11 2

SG 3.30

7 7, 7 6, 9 8, 11 9, 10 7, 10 4, 9 2, 8 0,11 3, 10 1

SG 3.40

4 + 8, 4 + 9, 5 + 7, 5 + 8, 5 + 9, 6 + 7, 7 + 7, 7 + 6,8 + 6, 9 + 6

SG 3.50

6 + 8, 6 + 9, 7 + 8, 7 + 9, 8 + 7, 8 + 8, 8 + 9, 9 + 7,9 + 8, 9 + 9

SG 3.60

8 8, 8 7, 8 6, 10 8, 12 9, 8 1, 11 4, 9 0,

10 2, 12 3

SG 3.70

10 6, 11 7, 11 6, 11 5, 12 6, 12 5, 12 4,13 5, 13 4, 14 5

SG 3.80

13 9, 12 8, 12 7, 13 8, 14 9, 13 7, 14 8,13 6, 14 7, 14 6

SG 3.909 + 7, 1 + 4, 2 + 9, 3 + 2, 4 + 6, 5 + 3, 6 + 8, 7 + 5,8 + 7, 9 + 1

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SG 4.00

15 6, 16 7, 15 7, 17 8, 16 8, 15 8, 18 9,17 9, 16 9, 15 9

SG 4.10

1 + 6, 1 + 8, 2 + 5, 3 + 1, 4 + 4, 5 + 7, 6 + 5, 7 + 3,8 + 0, 9 + 8

SG 4.20

5 0, 4 1, 6 2, 7 4, 9 5, 6 1, 11 7, 10 3,13 8, 17 9

SG 4.30

2 + 7, 3 + 3, 4 + 0, 3 + 9, 4 + 2, 5 + 1, 6 + 4, 0 + 9,8 + 3, 7 + 1

SG 4.40

9 2, 10 9, 5 2, 8 4, 7 5, 14 9, 11 8,13 6, 15 9, 9 7

SG 4.50

0 0, 0 1, 0 2, 0 3, 1 0, 1 1, 1 2, 2 0,2 1, 3 0

SG 4.60

5 0, 4 0, 5 1, 4 1, 3 1, 4 2, 3 2, 2 2,

2 3, 1 3

SG 4.70

0 + 5, 1 + 2, 2 + 3, 3 + 4, 4 + 5, 5 + 8, 6 + 6, 6 + 7,8 + 9, 9 + 4

SG 4.80

9 0, 6 4, 7 3, 14 5, 7 7, 10 2, 12 4,13 7, 8 3, 15 8

SG 4.905 2, 4 3, 3 3, 3 4, 2 4, 1 4, 0 4, 2 5,1 5, 0 5

SG 5.00

6 0, 6 1, 6 2, 6 3, 5 3, 5 4, 4 4, 5 5,4 5, 3 5

SG 5.10

0

6, 0

9, 1

9, 2

7, 3

6, 3

8, 7

0, 7

3,8 1, 9 2

SG 5.20

0 7, 1 6, 1 8, 2 9, 3 7, 6 4, 7 2, 8 0,8 3, 9 1

SG 5.30

7 + 4, 2 + 0, 3 + 7, 4 + 3, 9 + 9, 5 + 5, 6 + 2, 7 + 8,8 + 4, 9 + 2

SG 5.40

0 8, 1 7, 2 6, 2 8, 3 9, 7 4, 7 1, 8 2,9 0, 9 3

SG 5.50

9 4, 9 5, 8 4, 8 5, 7 5, 6 5, 6 6, 5 6,4 6, 4 7

SG 5.60

7 0, 2 1, 4 2, 18 9, 8 6, 10 7, 11 9,

12 5, 16 8, 6 5

SG 5.70

8 6, 7 6, 7 7, 6 7, 5 7, 6 8, 5 8, 4 8,5 9, 4 9

SG 5.80

9 6, 9 7, 9 8, 9 9, 8 7, 8 8, 8 9, 7 8,7 9, 6 9

SG 5.900 + 1, 0 + 3, 2 + 4, 3 + 6, 4 + 8, 5 + 6, 6 + 0, 7 + 7,8 + 2, 9 + 5

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Skill Objectives and Sample ExercisesSpeed Games 55

SG 6.00

8 2, 5 3, 15 6, 9 4, 8 5, 10 6, 11 4,12 6, 13 9, 16 7

SG 6.10

2 + 6, 3 + 8, 2 + 8, 3 + 5, 4 + 9, 5 + 2, 6 + 3, 7 + 6,8 + 8, 9 + 3

SG 6.20

9 3, 11 5, 13 4, 8 7, 9 6, 10 5, 11 3,12 8, 14 6, 16 9

SG 6.30

1 6, 1 4, 2 9, 3 2, 4 6, 5 3, 6 8, 7 5,8 7, 4 4

SG 6.40

0 + 7, 4 + 7, 5 + 9, 7 + 9, 8 + 6, 5 + 4, 6 + 9, 7 + 2,8 + 5, 9 + 6

SG 6.50

10 1, 11 6, 8 6, 14 7, 12 9, 13 4, 17 8,10 8, 13 5, 9 9

SG 6.60

0 6, 1 8, 2 5, 3 9, 4 2, 5 7, 6 5, 7 3,

7 0, 9 8

SG 6.70

0 1, 0 2, 0 3, 0 4, 1 1, 2 2, 3 3, 2 1,4 2, 3 1

SG 6.80

4 4, 6 3, 8 4, 6 2, 9 3, 4 1, 8 2, 12 3,5 5, 10 2

SG 6.906 1, 12 2, 18 3, 15 3, 20 4, 16 4, 20 5,12 4, 15 5, 10 5

SG 7.00

12 3, 8 1, 7 2, 6 3, 5 5, 10 4, 11 2,12 7, 14 8, 15 7

SG 7.10

0

2, 6

4, 2

7, 3

3, 8

3, 5

8, 6

6, 9

7,8 9, 9 4

SG 7.20

0 6, 0 9, 7 7, 12 6, 18 9, 24 4, 14 2,8 1, 32 4, 27 3

SG 7.30

0 8, 5 1, 9 9, 14 7, 18 6, 21 3, 40 5,16 2, 9 1, 36 4

SG 7.40

0 5, 0 7, 6 6, 8 8, 16 8, 28 4, 7 1,24 3, 18 2, 45 5

SG 7.50

21 7, 24 8, 27 9, 24 6, 28 7, 25 5,30 6, 30 5, 36 6, 35 5

SG 7.60

0 8, 1 2, 2 3, 3 4, 4 5, 5 0, 6 7, 7 4,

8 1, 9 9

SG 7.70

32 8, 36 9, 35 7, 40 8, 45 9, 42 7, 48 8,42 6, 49 7, 48 6

SG 7.80

54 9, 56 8, 63 9, 56 7, 64 8, 72 9, 54 6,63 7, 72 8, 81 9

SG 7.902 4, 1 1, 3 6, 3 7, 4 3, 5 5, 6 2, 7 8,8 4, 9 2

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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 8.9018 3, 72 9, 6 3, 7 7, 8 4, 18 6, 24 3,49 7, 54 6, 56 8

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Skill Objectives and Sample ExercisesSubtraction

SU 0.60

Subtract in context (minuends 25, pictorial models,audio presentation).

SU 0.70

Subtract in context (minuends 25, pictorial models).

SU 0.80

Subtract using basic facts (minuends 210, audiopresentation).

SU 1.00

Identify the subtraction expression that represents apicture (minuends 29).

SU 1.10 [W]

Subtract using basic facts (minuends 05, horizontalpresentation).

SU 1.20 [W]

Subtract using basic facts (minuends 05).

SU 1.30 [W]

Subtract using basic facts (minuends 69, horizontalpresentation).

SU 1.40 [W]

Subtract using basic facts (minuends 69).

SU 1.50

Subtract using basic facts (minuends 19, audiopresentation).

Computer voice:"What is four take away

one?"

SU 1.55

Subtract using basic facts (differences = 0, audiopresentation).

Computer voice: "What is six minus six?

SU 1.60

Subtract 1 from a number (minuends 19, audiopresentation).

Computer voice: "How much is three minusone?"

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SU 1.65

Identify the pictorial solution to a subtraction problem(minuends 29, audio presentation).

Computer voice: There were two goldfish ina fish tank. One of them was sold. Mark

the picture that shows how many goldfish

were left in the tank.

SU 1.70

Identify the pictorial solution to a problem in context(minuends 4-9, audio presentation).

Computer voice: There are sevencaterpillars. Three change into

butterflies. Click the picture that shows

how many are not changed.

SU 1.75

Subtract a number from 10 (subtrahends 19).

SU 1.80

Subtract a number from its double (differences 19).

SU 1.85 [W]

Subtract multiples of 10 (minuends 2090, subtrahends1080).

SU 1.90

Subtract 1 from a number without regrouping (2-digitminuends).

SU 1.95 [W]

Subtract without regrouping (minuends 2195,subtrahends 19).

SU 2.00 [W]

Subtract using basic facts (minuends 1014,subtrahends 19, horizontal presentation).

SU 2.05 [W]


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Skill Objectives and Sample ExercisesSubtraction 59

SU 2.10

Subtract a number from 10 (subtrahends 19, audiopresentation).

Computer voice: "How much is ten minustwo?"

SU 2.15 [W]

Find the missing subtrahend in a subtraction problem ina number sentence (minuends 09).

SU 2.20 [W]

Subtract using basic facts (minuends 1619,subtrahends 19).

SU 2.25 [W]


SU 2.30 [W]


SU 2.32

Subtract using basic facts (minuends 1118,subtrahends 19, audio presentation).

Computer voice: "How much is sevensubtracted from seventeen?"

SU 2.35 [W]

Subtract multiples of 10 (minuends 2090, subtrahends1080).

SU 2.37

Subtract multiples of 10 (minuends 2090, subtrahends1080, horizontal presentation).

SU 2.40

Identify the number sentence that represents a problem(basic facts, minuends 1118, subtrahends 19).

SU 2.42 [W]

Find the missing minuend in a number sentence(minuends 09).

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SU 2.45 [W]

Subtract 10 from a number (minuends 1119).

SU 2.47

Subtract 10 from a number (minuends 1119,horizontal presentation).

SU 2.50 [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 2.55 [W]

Subtract without regrouping (minuends 1119,subtrahends 19, 2-digit differences).

SU 2.57 [W]

Find the missing subtrahend in a number sentence (basicfacts, minuends 1014).

SU 2.60

Subtract multiples of 100 (minuends 200900,subtrahends 100800).

SU 2.62 [W]Subtract multiples of 10 (minuends 100180,subtrahends 1090).

SU 2.65 [W]

Find the missing subtrahend in a number sentence (basicfacts, minuends 1518).

SU 2.67 [W]


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SU 2.70 [W]

Find the missing minuend in a number sentence (basicfacts, minuends 1014).

SU 2.72 [W]

Subtract a multiple of 10 from a 2-digit number(minuends 1199).

SU 2.75 [W]Subtract using mental math (minuends 2199,subtrahends 19).

SU 2.77 [W]

Subtract 2-digit numbers without regrouping(minuends 2199).

SU 2.80 [W]

Find the missing minuend in a number sentence (basicfacts, minuends 1518).

SU 2.82 [W]

Subtract without regrouping (minuends 110199,2-digit subtrahends).

SU 2.85


SU 2.87 [W]

Subtract a 3-digit multiple of 10 from a numberwithout regrouping (minuends 222999).

SU 2.88 [W]

Subtract 100 from a 3-digit number.

SU 2.90 [W]

Subtract without regrouping (minuends, subtrahends110999).

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SU 2.92 [W]

Subtract a 1-digit number from a 2-digit number withregrouping (differences 2098).

SU 2.95 [W]

Subtract with regrouping (minuends 2198,subtrahends 29, horizontal presentation).

SU 2.97 [W]Subtract 2-digit numbers with regrouping.

SU 3.00 [W]

Find the missing subtrahend in a number sentence

(minuends 1119).

SU 3.05 [W]

Subtract with regrouping (minuends 2098).

SU 3.10 [W]

Subtract with regrouping (minuends 2094, horizontalpresentation).

SU 3.15 [W]

Subtract 3-digit multiples of 10 without regrouping(minuends 200990, subtrahends 100890).

SU 3.20 [W]

Find the missing minuend in a subtraction numbersentence (minuends 1119).

SU 3.25 [W]

Subtract 3-digit numbers without regrouping.

SU 3.30 [W]

Find the missing subtrahend in a subtraction numbersentence (minuends 2199).

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SU 3.35 [W]

Subtract a 2-digit number from a 3-digit number withregrouping from the 100s place.

SU 3.40 [W]


SU 3.45 [W]Subtract 2-digit numbers with regrouping.

SU 3.50 [W]

Subtract with regrouping (minuends 1099).

SU 3.55 [W]

Subtract with regrouping from the 10s place (minuends110198, subtrahends 1189).

SU 3.60 [W]

Find the missing subtrahend in a number sentence(minuends 2098, subtrahends 19).

SU 3.65 [W]

Subtract 3-digit numbers without regrouping.

SU 3.70 [W]

Find the missing minuend in a number sentence(minuends 2199, subtrahends 19).

SU 3.75 [W]


SU 3.80 [W]

Find the missing subtrahend in a number sentence(minuends 1099, no regrouping).

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SU 3.85 [W]


SU 3.90 [W]

Find the missing minuend or subtrahend (minuends2098, subtrahends 19, regrouping from 10s place).

SU 3.95 [W]Subtract with regrouping from the 10s place (minuends120198, subtrahends 111189).

SU 4.00 [W]


SU 4.05 [W]

Subtract 3-digit numbers with regrouping fromthe 100s place (minuends 200989, subtrahends110899).

SU 4.10 [W]

Find the missing minuend in a number sentence(1099, no regrouping).

SU 4.15 [W]

Subtract 3-digit numbers with regrouping from the10s place.

SU 4.20 [W]


SU 4.25 [W]

Subtract with regrouping (minuends 100198,subtrahends 999).

SU 4.35 [W]

Subtract 3-digit numbers with regrouping from the 10sand 100s places.

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SU 4.40 [W]

Find the missing minuend in a number sentence(minuends 2098, subtrahends 1189, regrouping from10s).

SU 4.45 [W]

Subtract a 2-digit number from a 3-digit number withregrouping from the 10s and 100s places.

SU 4.50 [W]


SU 4.60 [W]

Subtract a 3-digit number from a 4-digit number withregrouping from 10s and 1000s places (minuends10101898, subtrahends 101989).

SU 4.70 [W]

Subtract a 3-digit number from a 4-digit number withregrouping from 10s and 1000s places.

SU 4.80 [W]

Subtract a 3-digit number from a 4-digit number withregrouping from the 10s and 100s places (minuends12001998, subtrahends 101899).

SU 4.90 [W]

Subtract a 3-digit number from a 4-digit number withregrouping from the 10s and 100s places.

SU 5.00 [W]

Subtract 4-digit numbers with regrouping from the 10sand 100s places.

8/2/2019 MCS2RMSME

76/197


SU 5.10 [W]

Subtract a 3-digit number from a 4-digit number withregrouping from 10s, 100s, and 1000s places(minuends 10001998, subtrahends 111999).

SU 5.20 [W]

Subtract a 3-digit number from a 4-digit number withregrouping from 10s, 100s, 1000s places.

SU 5.30 [W]

Subtract 4-digit numbers with regrouping from 10sand 1000s places.

SU 5.40 [W]

Subtract across zero (numbers with 0 tens, minuends10001808, subtrahends 101909).

SU 5.60 [W]

Subtract across zero (numbers with 0 tens, minuends20009808, subtrahends 101909).

SU 5.80 [W]

Subtract 4-digit numbers with regrouping from 10s,100s, and 1000s places.

SU 6.00 [W]

Locate an integer on the number line (minuends 4 to 5,subtrahends 1 to 8, differences 5 to 1).

SU 6.10 [W]

Subtract a number from 0 (subtrahends 110).

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SU 6.20 [W]

Subtract integers (minuends 010, subtrahends 110,differences less than 0).

SU 6.30 [W]

Subtract integers (minuends 019, subtrahends 120,differences less than 0).

SU 6.40 [W]

Find the missing subtrahend in a number sentence(minuends 010, subtrahends 211).

SU 6.50 [W]

Subtract integers (minuends 020, subtrahends 140).

SU 6.60 [W]

Subtract integers using a number line.

SU 6.70 [W]

Find the missing subtrahend in a number sentence(minuends 9, differences 0).

SU 6.80 [W]

Subtract integers (minuends 20 to 10, subtrahends010).

SU 6.90 [W]

Identify an equivalent expression (a b = a + b; 1 a,b 20).

SU 7.00 [W]

Identify an equivalent expression (a b = a + (b);

20a, b 1).

SU 7.10 [W]

Subtract integers (minuends 20 to 20, subtrahends 0to 20).

8/2/2019 MCS2RMSME

78/197


SU 7.20 [W]

Identify an equivalent expression(a (b) = a + b; 1 a, b 10).

SU 7.30 [W]

Evaluate a numerical expression ((a); 1 a 99).

SU 7.40 [W]Subtract a number from 0 (subtrahends 20 to 20).

SU 7.50 [W]


SU 7.60 [W]

Identify an equivalent expression (a (b) = a + b;1 a, b 10).

SU 7.70 [W]

Evaluate a numerical expression (a (b);10a, b 0).

SU 7.80 [W]

Identify an equivalent expression ((a b) = a + b;1 a, b 9).

SU 7.90 [W]

Identify an equivalent expression ((a b) = a + b;1 a, b 9).

SU 8.00 [W]


SU 8.10 [W]

Subtract integers (minuends 20 to 20, subtrahends20 to 20).

8/2/2019 MCS2RMSME

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SU 8.20 [W]

Evaluate a numerical expression ((a) + (b) (c);9 a, b, c9).

SU 8.30 [W]

Compare sums and differences of positive and negativeintegers (a + b, a b, b a, b + a; 9 a, b 9).

SU 8.40 [W]

Identify an equivalent variable expression ((a b) =a + b).

SU 8.50 [W]

Identify an equivalent variabl

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