MAPtoKhanAcademy: Khan Academy Practice Exercises Correlated
to RIT for Common Core Math MAP Grades 6+

AboutthisDocument

Thisdocument correlates MAP®sub-goalsand RITrangesto KhanAcademy®exercises. TheKhan exercisesareinteractiveproblemsforstudentswithinstantfeedback:

Havingthese exercises correlated to RITranges means you can usethemin conjunction with your flexiblestudent groupingsthatarealso informed by RITscore results. The exercises arealso useful fortargetinglearningin eachstudent’szoneofproximal development(Vygotsky).

Thecorrelation between MAP RITscores and theKhan Academy exercises wasdetermined by using our2011 norms data to approximate gradelevels, which werethen matched to thecorresponding Common CoreState Standards (CCSS). Teachers in statesthat havenot adopted theCCSS may still find theseresources valuable by relating goalsor sub-goals that are similarto CCSS goals and sub-goals.

NWEA plans to work with Khan Academy to updatethese linkstwice a year as new exercisesare developed.

How to Use 1. 2.
3.

UseMAP reports to find the RITscores for a given sub-goal.

In this document, locate that same goal, approximate RIT range, and sub-goals.

TochooseappropriateKhanAcademyexercises:

a. Considerboth the nameof theexerciseand the CCSS standard.

b. Click thelink and try the exercise yourself.
Note:When you’re in Khan Academy, the linksto videos andother resources add context to theactualexercise but arenot necessarily correlated to MAP.

4. In thebrowser window where theexerciseopened, note or copy theWeb address URL. 5. Optionallydeliverexercisestostudents.Forexample:

•	PastetheURL into an onlinedocument for students to access.

•	Present theexerciseintheclassroom.

•	Useforparent-teacherconferencediscussion.

Limitations

The instructional suggestions presented in this document are intended to provide supplementary resources based on available Khan Academy exercises and are not intended to replace other options. MAP/MPG data should be used as oneof many data pointsfor instructional decisions ratherthan asa placement guide.

TermsofUse

These Terms of Use permit you to use this document for your personal, non-commercialuse only. You must not reproduce, distribute, modify, createderivativeworks of, publicly display, publicly perform, republish, download, store or transmit any of the material on this document, except you may print or download one copy of a reasonable number of pages of this document for your own personal, non-commercial use and not for further reproduction, publication or distribution. You must not modify copies of this document. You must not delete or alter any copyright, trademark or other proprietary rights notices from this document. If you breach the Terms of Use your right to use the document will cease immediately and you must, at NWEA’s option, return or destroy any copies of the document you have made. No right, titleor interest in or to the document or any content on the document is transferred to you, and all rights not expressly granted are reserved by NWEA or their respective owner (see below). Any use of the document not expressly permitted by these Terms of Use is a breach of these Terms of Use and may violate copyright, trademark and other laws.

Thisdocument contains linksto Khan Academy® sites, materials and/orresources (“Khan Materials”). NWEA’s use of the Khan Materials is by license. Khan Academy® is the respective owner of the Khan Materials. NWEA’s use of the Khan Materials in no way represents or suggests that Khan Academy® endorses NWEA. AllKhan Academy content is available for free at www.khanacademy.org.

The Khan Materials are provided for your convenience only.NWEA has no control over the contents of the Khan Materials and accepts no responsibility for them or for any loss or damage that may arise from your use of them. Theinformation contained in thisdocument, including the Khan Materials, are provided “as-is” and “as available” without any warranty of any kind, express or implied. NWEA does not warrant the accuracy, completeness or usefulness of the Khan Materials or any other information in this document and NWEA expressly disclaims all liability and responsibility arising from any reliance placed on the Khan Materials and/or any other information in this document. Ifyou decide to accessany of the Khan Materials, you do so entirely at your own risk and subject to the terms and conditions of use for the Khan Materials.

NWEA disclaims all warranties of any kind, whether express or implied, statutory or otherwise, including but not limited to any warranties of merchantability, non-infringement and fitness for particular purpose. In no event will NWEA be liable for damages of any kind, under any legal theory, arising out of or in connection with your use, or inability to use, thisdocument and/or the information contained within it, including any direct, indirect, special, consequential, incidental or punitive damages. Any dispute or claim arising from or related to thisdocument shall be governed and construed with the laws of the State or Oregon and any suit or action arising out of this document shall be instituted exclusively in the court of the State of Oregon and County ofMultnomah.

The Khan Academy® is a registered trademark of Khan Academy. MAP® is a registered trademark of Northwest Evaluation Association. You must not use such marks without the prior writtenpermission of their respective owners. NWEA may update the content on this document from time to time, but its content is not necessarily complete or up-to-date. Any of the material in this document may be out of date at any given time, and NWEA is under no obligation to update such material. However, in the event NWEA, in its sole discretion updates this document, your continued use of it following the posting of revised Terms of Use means that you accept and agree to the changes.

© Northwest Evaluation Association October 2016	2

CommonCoreMAPMathematics KhanAcademyPracticeExercisesCorrelation

CommonCoreMathematics6+

Geometry

Congruence,Similarity,RightTriangles,&Trig                                                                P 4 Geometric Measurement and Relationships                                                                   P 6
Operations andAlgebraic Thinking

ExpressionsandEquations                                                                                                  P 15 UseFunctionstoModelRelationships                                                                              P 32
StatisticsandProbability

InterpretingCategoricalandQuantitativeData                                                              P 45 UsingSamplingandProbabilitytoMakeDecisions                                                        P 50
The Real and Complex Number Systems

ExtendandUseProperties	P 52 Perform Operations	P 58 Ratios and Proportional Relationships	P 70

© Northwest Evaluation Association October 2016	3

6+ | Geometry | Congruence, Similarity, Right Triangles, & Trig | RIT 204 - 212

Geometry

Congruence, Similarity, Right Triangles, & Trig

RIT Range: 204 - 212 Quadrilateral types

RIT Range: 203-212
Draw and identify lines of symmetry. Create and identify symmetrical 
shapes.

Practice drawing lines of symmetry and creating symmetrical figures.

RIT Range: 226 - 230 Vertical angles

StandardsAlignment

4.G.A.2

4.G.A.3

4.G.A.3

7.G.B.5

RIT Range: 228-230
Use your knowledge about angles to find missing angle measures in 
various situations.                                                                                                         8.G.A.5
Use your knowledge about angles to find missing angle measures in
various complex situations.                                                                                         8.G.A.5
Use the Pythagorean theorem to find the distance between two points on 
the coordinateplane.                                                                                                   8.G.B.8

Given two polygons, try to map one onto the other using angle-preserving 8.G.A.4 | HSG-SRT.A.2
transformations, and determine whether they are similar. Transformations 
are done in "intuitive mode."
Given a pair of figures in the coordinate plane, try to map one onto the         8.G.A.2 | HSG-CO.B.6 other and determine whether they are congruent.

Find missing angles given two parallel lines and a transversal. Equation practice with congruent angles
Use the interactive transformation tool to perform reflections.

Use the interactive transformation tool to perform rotations.

Use the interactive transformation tool to perform translations.

Find the leg or hypotenuse of a right triangle using the Pythagorean 
theorem.

8.G.A.5 8.G.A.5
8.G.A.1 | 8.G.A.3 | HSG-CO.A.2 | HSG-CO.A.5

8.G.A.1 | 8.G.A.3 | HSG-CO.A.2 | HSG-CO.A.5

8.G.A.1 | 8.G.A.3 | HSG-CO.A.2 | HSG-CO.A.5

8.G.B.7

Pythagoreantheorem in 3D                                                                                        8.G.B.7 Solve real-world problems that can be modeled by right triangles, using the 8.G.B.7 PythagoreanTheorem!

RIT Range: > 231
Given a description of a sequence of transformations, determine whether
it preserves segment length or angle measure.                                                       HSG-CO.A.5

© Northwest Evaluation Association October 2016	4

6+ | Geometry | Congruence, Similarity, Right Triangles, & Trig | RIT > 231

Geometry

Congruence, Similarity, Right Triangles, & Trig

RIT Range: > 231
Solve word problems by modeling real-world (and not-so-real) situations as right triangles and using trigonometry.
Use the triangle congruence criteria SSS, SAS, ASA, and AAS to determine 
that two triangles are congruent.
Given two triangles, determine whether they are congruent and use that 
to findmissing anglemeasures.
Map a given shape to another one using rigid transformations and dilations. Determine whether the shapes are congruent.
Find both the center and the scale factor of a dilation that maps a given 
figure to another one.

StandardsAlignment

HSG-SRT.C.8

HSG-CO.C.10 | HSG-CO.C.11 | HSG-CO.C.9

HSG-CO.C.10

HSG-CO.B.6

HSG-SRT.A.1

Given two figures on the coordinate plane, find the formal definition of the HSG-CO.A.2 | HSG-CO.A.5 reflection that takes one figure to another.
Given a figure on the coordinate plane and a center of a rotation, find the  HSG-CO.A.2 | HSG-CO.A.5 angle for the rotation that maps one figure to the other.

Given two polygons, try to map one onto the other using angle-preserving HSG-SRT.A.2
transformations, and determinewhether they are similar. Transformations 
are done in "formal mode."
Given two figures on the coordinate plane, find the formal definition of the HSG-CO.A.2 | HSG-CO.A.5 translation that takes one figure to another.
Given a figure and a definition of a dilation, manually draw the image.              HSG-SRT.A.1
Given two polygons, try to map one onto the other using angle-preserving 8.G.A.4 | HSG-SRT.A.2
transformations, and determine whether they are similar. Transformations 
are done in "intuitive mode."
Given a pair of figures in the coordinate plane, try to map one onto the         8.G.A.2 | HSG-CO.B.6 other and determine whether they are congruent.

Find missing angles in isosceles triangles given just one angle. Geometricdefinitions
Explore different ways of proving some theorems about lines and angles. 
Some transformationsareused.

Use the interactive transformation tool to perform dilations. Use the interactive transformation tool to perform reflections.

Use the interactive transformation tool to perform rotations.

Use the interactive transformation tool to perform translations.

Use your knowledge of 30-60-90 and 45-45-90 triangles to solve some 
problems.
Given a description of the effect of a transformation, determine which 
rigid transformation it is.

Understand the right triangle definition of sec, csc, and cot ratios.

© Northwest Evaluation Association October 2016

HSG-CO.C.10 HSG-CO.A.1

HSG-CO.C.9

HSG-SRT.A.1

8.G.A.1 | 8.G.A.3 | HSG-CO.A.2 | HSG-CO.A.5

8.G.A.1 | 8.G.A.3 | HSG-CO.A.2 | HSG-CO.A.5

8.G.A.1 | 8.G.A.3 | HSG-CO.A.2 | HSG-CO.A.5

HSG-SRT.C.8

HSG-CO.A.2 | HSG-CO.A.4

HSG-SRT.C.6

5

6+ | Geometry | Congruence, Similarity, Right Triangles, & Trig | RIT > 231

Geometry

Congruence, Similarity, Right Triangles, & Trig	StandardsAlignment

RIT Range: > 231
Given a figure and a definition of a reflection, manually draw the image.          HSG-CO.A.5 Find the reflection that maps a given figure to another and draw the image HSG-CO.A.5 of a reflection. The lines of reflection in this exercise have a wide range of
slopes.
Given a figure on the coordinate plane and the definition of a rotation           HSG-CO.A.5 about the origin, manually draw the image of that rotation.
Given a figure on the coordinate plane and the definition of a rotation             HSG-CO.A.5 about an arbitrary point, manually draw the image of that rotation.

Given two triangles with some of their angle measures, determine whether HSG-SRT.A.2 | HSG-SRT.A.3 the triangles are similar or not.
Given two triangles with some of their side measures, determine whether  HSG-SRT.A.2 | HSG-SRT.A.3 the triangles are similar or not.
Given two similar triangles and some of their side lengths, find a missing       HSG-SRT.B.5 side length.
Given two similar triangles and some of their side lengths, find a missing         HSG-SRT.B.5 side length.
HSG-SRT.B.5
Solve geometry problems with various polygons by using all you know 
about similarityandcongruence.
HSG-CO.A.3
Analyzevarious shapesaccording to their reflective and rotational 
symmetries.

Given a figure and a definition of a translation, manually draw the image.
Find missing angle measures in triangles using the properties of general 
triangles, isosceles triangles, andequilateraltriangles.

HSG-CO.A.5

HSG-CO.C.10

DEPRECATEDTrigonometry0.5                                                                                  HSG-SRT.C.6 Given the side lengths of a right triangle, find the sine, cosine, or tangent of HSG-SRT.C.6 one of the acute angles.
DEPRECATEDTrigonometry1.5                                                                                  HSG-SRT.C.6
HSG-SRT.C.6
Given one side length and an acute angle in a right triangle, find another 
side usingtrigonometry.

Geometry

Geometric Measurement and Relationships

RIT Range: < 160
Practice comparing shapes based on their number of sides, number of 
corners, andside-lengths.

Practice combining shapes to make other shapes.

Practice identifying circles, triangles, squares, and rectangles.

© Northwest Evaluation Association October 2016

StandardsAlignment

K.G.B.4

K.G.B.6 K.G.A.1

6

6+ | Geometry | Geometric Measurement and Relationships| RIT 161-178

Geometry

GeometricMeasurement and Relationships

RIT Range: 161-178
Practice identifying circles, triangles, squares, rectangles, rhombuses, trapezoids, and hexagons.

Compare the lengths of 2 objects indirectly by using a third object.

StandardsAlignment

1.G.A.1

1.MD.A.1

Measure objects with same-size length units without gaps or overlaps. 1.MD.A.2

Practice ordering 3 objects by length.

RIT Range: 179-191 Estimatinglengths

RIT Range: 179-191

Add and subtract lengths to solve word problems. Measure objects using a ruler.
Practice identifying quadrilaterals, pentagons, hexagons, and octagons.

RIT Range: 192 - 203

Decompose shapes to find area Finding area by multiplying

RIT Range: 192-202

Comparing areas by multiplying

RIT Range: 192-202
Compare the areas and perimeters of rectangles when given a context or 
picture.

1.MD.A.1

2.MD.A.3

2.MD.B.5

2.MD.A.1

2.G.A.1

3.MD.C.7

3.MD.C.7

3.MD.C.7b

3.MD.D.8

Practice estimating the mass of real life objects using grams and kilograms. 3.MD.A.2

Practice estimating the volume of real life objects using milliliters and liters. 3.MD.A.2

Find a missing side length for a figure when given the perimeter.

Practice finding the area of rectangles by counting unit square. Create rectangles with a given area by covering unit squares.

Solve word problems involving mass. Estimate the mass of items.

Practice measuring side lengths to find perimeter.

3.MD.D.8

3.MD.C.6

3.MD.A.2

3.MD.D.8

Count unit squares and partial unit squares to find the area of shapes. 3.MD.C.6

Calculate the perimeter of a shape from its side lengths.                                      3.MD.D.8

© Northwest Evaluation Association October 2016	7

6+ | Geometry | Geometric Measurement and Relationships| RIT 192-202

Geometry

GeometricMeasurement and Relationships

RIT Range: 192-202

Find perimeter of figures when given an image or context.

Practice solving real world word problems involving perimeter.

Compare the amount of unit squares that cover figures.

StandardsAlignment

3.MD.D.8

3.MD.D.8

3.MD.C.5

Solve word problems involving volume. Estimate the volume of items.          3.MD.A.2

RIT Range: 203-212
4.MD.A.3
Determine if an angle is acute, right, or obtuse. A protractor is provided.      4.G.A.1 Find the area of rectangles and squares when given side lengths. Find the
side length of a square when given the area.
4.MD.A.3
Find the missing side length of a rectangle when given its perimeter or area. Compare perimeters and areas of rectangles.
4.MD.A.3
Find the area of rectangles and squares when given side lengths. Find the 
side length of a square when given the area.

Estimate the size of angles when given a picture or a situation.
Classify shapes based on pictures or attributes, such as angle types and 
side-lengths. 

4.MD.C.5

4.G.A.2

Practice converting a US customary measure of volume to a smaller unit. 4.MD.A.1

Practice converting a metric measure of mass to a smaller unit.                         4.MD.A.1

Practice converting a US customary measure of length to a smaller unit. 4.MD.A.1

Practice converting a metric measure of volume to a smaller unit.

Practice converting a metric measure of length to a smaller unit.

Practice convertinga UScustomary measureofmass to a smallerunit.

an angle's measure when given the measures of its parts.

Use a protractor to construct angles.

Draw rays, lines, and line segments with given points.

4.MD.A.1

4.MD.A.1

4.MD.A.1 Find

4.MD.C.7

4.MD.C.6

4.G.A.1

Practice drawing parallel and perpendicular lines, line segments, and ray.

Create an acute, right, or obtuse angle using a given vertex.

4.G.A.1

4.G.A.1

Practice estimating the length of real life objects using US customary units. 4.MD.A.1

Practice estimating the length of real life objects using metric units.

Practice estimating the mass of real life objects using US customary units.

Practice estimating the volume of real life objects using US customary

Practice identifying triangles by their angles as acute, right, or obtuse.

© Northwest Evaluation Association October 2016

4.MD.A.1

4.MD.A.1

4.MD.A.1

4.G.A.2

8

6+ | Geometry | Geometric Measurement and Relationships| RIT 203-212

Geometry

GeometricMeasurement and Relationships

RIT Range: 203-212
Practice converting a measure of time to a smaller unit. Measure angles using a protractor.
Solve word problems that involve converting between U.S. dollars and 
cents and converting U.S. dollars to other units of money, like pesos.     
Solve word problems to find what time an event occurred or how long an 
event lasted.

Name angles by their vertex, endpoints, or labels.
Identify quadrilaterals based on pictures or attributes. Quadrilaterals     
included are parallelograms, rhombuses,rectangles,and squares.

Determine if angles in shapes and pictures are acute, right, or obtuse.

Recognize rays, lines, and line segments in geometric figures.

Determine if angles in shapes and pictures are acute, right, or obtuse.

StandardsAlignment

4.MD.A.1 4.MD.C.6

4.MD.A.2

4.MD.A.2

4.MD.C.5

4.G.A.2

4.G.A.1

4.G.A.1

4.G.A.1

Recognize parallel and perpendicular lines in geometric figures and                   4.G.A.1
pictures. 
Practice identifying triangles by their side-lengths as equilateral, isosceles,  4.G.A.2 or scalene.
Practice estimating the length of an event using seconds, minutes, and          4.MD.A.1 hours.

RIT Range: 213 - 220 Convertingmeasurementswordproblems Converting units

RIT Range: 213-219
Decompose figures to find volume Volume 1
Volume word problems Volume with unit cubes 1 Volume formula intuition

5.MD.A.1 5.MD.A.1

5.MD.C.5 | 5.MD.C.5c 5.MD.C.5 | 5.MD.C.5b
5.MD.C.5 | 5.MD.C.5b | 5.MD.C.5c 5.MD.C.4 | 5.MD.C.5
5.MD.C.5

RIT Range: 213-219
Find the distance between points, graph points, and interpret data on 
coordinate planes to solve word problems.                                                              5.G.A.2
Graph and find the distance between point in first quadrant of coordinate 
plane.                                                                                                                              5.G.A.2

© Northwest Evaluation Association October 2016	9

6+ | Geometry | Geometric Measurement and Relationships| RIT 213-219

Geometry

GeometricMeasurement and Relationships

RIT Range: 213-219

Plot a given point on the coordinate plane.

Identify and compare shapes based on their attributes. Shapes include 
triangle types, quadrilateral types, pentagons, and hexagons.

Identify and graph corners on shapes graphed in the first quadrant of a 
coordinate plane.

StandardsAlignment

5.G.A.2

5.G.B.3

5.G.A.2

Recognize volume as an attribute of solid figures and understand concepts 5.MD.C.4 of volume measurement.

RIT Range: 220-223

Practice finding the area of parallelograms given base and height.

Practice finding the area of right, acute, and obtuse triangles from a diagram.

6.G.A.1

6.G.A.1

Practice finding the areas of complex shapes that are composed of smaller 6.G.A.1 shapes.

Practice finding the areas of triangles and quadrilaterals on grids.

Practice finding the areas of trapezoids.

Practice solving problemsinvolving triangles, parallelograms,and 
composite figures. Exercises include decimals, fractions, and word 
problems. Area of circles is not included.

Practice drawing shapes on the coordinate plane.

More challenging problemsinvolving drawing shapes on the coordinate 
plane.

Practice matching 2D nets to the 3D shapes the fold up into.

Challenge problems involving the coordinates of the vertices of the 
quadrilaterals

Practice using the net of a 3D figure to find surface area.

Practice finding the surface area of 3D objects.

Practice finding the volume of rectangular prisms that have fractional side lengths.

Practice solving volume word problems involving objects like fish tanks, 
truck beds,andrefrigerators. 

© Northwest Evaluation Association October 2016

6.G.A.1

6.G.A.1

6.G.A.1

6.G.A.3

6.G.A.3

6.G.A.4

6.G.A.3

6.G.A.4

6.G.A.4

6.G.A.2

6.G.A.2

10

RIT Range: 224-227

Find the area of a circle given its radius, diameter, or circumference.

Practice interesting areaand circumference problems.

Practice finding the area or circumference of part of a circle.

© Northwest Evaluation Association October 2016

7.G.B.4

7.G.B.4

7.G.B.4

11

6+ | Geometry | Geometric Measurement and Relationships| RIT 224-227

Geometry

GeometricMeasurement and Relationships

RIT Range: 224-227

Use your knowledge about complementary and supplementary angles to 
find missing angles.

StandardsAlignment

7.G.B.5

An urban planner needs your help in creating a scale drawing. Let's use our 7.G.A.1 knowledge about scale factor, length, and area to assist.

Practiceconstructingtriangles.

Practice using knowledge of vertical, complementary, and supplementary 
angles to find a missing angle.

7.G.A.2

7.G.B.5

Practice telling whether two angles are supplementary, complementary, or 7.G.B.5 vertical.

Interpreting scale drawings

Find missing angle measures in quadrilaterals.

Practice finding the radius, diameter, or circumference of a circle. For 
example, if the diameter of a circle is 16, what is its circumference?

Find the areas of shaded regions which are combinations of squares,
triangles, and circles. 

Match 3D objects with their 2D cross-sections.

Practice setting up algebraic equations to solve unknown angle problems.

Given the lengths of two sides of a triangle, what can we say about the 
third side?

Use your knowledge about vertical angles to find missing angle measures.

RIT Range: 228-230

Find volumes and surface areas of boxes, cylinders, & triangular prisms.

Solve problems concerning real-world situations with the volumes of 
cones, cylinders,andspheres.

RIT Range: > 231

Use the fact that the arc measures of a circle must sum to 360 degrees to 
find missing arc measures.

Use the fact that the arc measures of a circle must sum to 360 degrees to 
find missing arc measures by setting up equations.

Relate the area of a sector to the area of a whole circle.

© Northwest Evaluation Association October 2016

7.G.A.1

7.G.B.5

7.G.B.4

7.G.B.6

7.G.A.3

7.G.B.5

7.G.A.2

7.G.B.5

8.G.C.9

8.G.C.9 | HSG-GMD.A.3

HSG-C.A.2

HSG-C.A.2

HSG-C.B.5

12

Solve problems related to radians and arc length like finding an arc length 
given the central angle and radius.

Solve problems related to tangents of circles.

Relate the length of an arc to the circumference of a whole circle and the 
central angle subtended by the arc.

© Northwest Evaluation Association October 2016

HSG-C.B.5

HSG-C.A.2 | HSG-C.A.3

HSG-C.B.5

13

6+ | Geometry | Geometric Measurement and Relationships| RIT > 231

Geometry

GeometricMeasurement and Relationships

RIT Range: > 231
Given points that two lines go through or the graph of each line, classify 
the lines as parallel, perpendicular, or neither.
Solve all sorts of word problems with crazy contexts that use polygons on 
the coordinateplane.
Practice your knowledge of all possible cross-sections of common 3D 
objects.

StandardsAlignment

HSG-GPE.B.5

HSG-GPE.B.7

HSG-GMD.B.4

Convert angle measures given in degrees to radians and vice versa.                   HSG-C.B.5 Figure out the coordinates of a point between two other points that give a HSG-GPE.B.6
certain ratio. For example, find a point C so that it is two thirds of the way 
between point A and B.
Find the center and radius of a circle given the equation in standard form. HSG-GPE.A.1

Find the center and radius of a circle given the equation in expanded form. HSG-GPE.A.1

Given the focus and the directrix of a parabola, find its equation.

Find the area or perimeter of shapes like triangles, rectangles, 
parallelograms, and hexagons on the coordinate plane.

HSG-GPE.A.2

HSG-GPE.B.7

Given the graph of a circle, find its center and radius.                                            HSG-GPE.A.1 Given the center and radius of a circle, determine if a point is inside of the HSG-GPE.B.4 circle, on the circle, or outside of the circle
Given information about the center and radius of a circle, graph it.                   HSG-GPE.A.1

Given the standard form equation of a circle, graph the circle.

Given an expanded equation of a circle, graph it.

Practice the relationship between inscribed & central angles that are subtended by the same arc length.

Find missing angles and lengths in inscribed shapes.
Use the fact that opposite angles in an inscribed quadrilateral are 
supplementary to solve a few problems.

Given the equation of two lines in a variety of forms, determine if they are equal, parallel, perpendicular, or neither.
Find the midpoint of a segment on the coordinate plane, or find the 
endpoint of a segment given one point and the midpoint.

Practice your 3D visualization skills by rotating 2D shapes.
Solve problems concerning real-world situations using your knowledge of volume, surface area, and density.
Solve problems concerning real-world situations with the volumes of 
cones, cylinders,andspheres.

Given the graph of a circle or its features, find its standard equation.

© Northwest Evaluation Association October 2016

HSG-GPE.A.1

HSG-GPE.A.1

HSG-C.A.2

HSG-C.A.2

HSG-C.A.3

HSG-GPE.B.5

HSG-GPE.B.6

HSG-GMD.B.4

HSG-MG.A.2

8.G.C.9 | HSG-GMD.A.3

HSG-GPE.A.1

14

6+ | Geometry | Geometric Measurement and Relationships| RIT > 231

Geometry

GeometricMeasurement and Relationships

RIT Range: > 231

Write the equation for a line that is a parallel or perpendicular to a line 
given in slope-intercept form and goes through a specific point.

Operations and Algebraic Thinking Expressions andEquations

RIT Range: < 160

Practice adding by "putting together" (with numbers less than 10).

Practice subtracting by "taking apart" (with numbers less than 10).

RIT Range: 161-178

Practice adding 3 numbers. All numbers in these problems are 20 or less.

StandardsAlignment

HSG-GPE.B.5

StandardsAlignment

K.OA.A.1

K.OA.A.1

1.OA.A.2

Practice adding and subtracting to solve word problems. Numbers used are 1.OA.A.1 20 or less.

Practice solving more challenging word problems with addition and 
subtraction. Numbers used are 20 or less.

Practice solving word problems by finding how many more (or fewer) 
objects there are. Numbers used are 20 or less.

Practice solving more word problems by finding how many more (or 
fewer) objects there are. Numbers used are 20 or less.

1.OA.A.1

1.OA.A.1

1.OA.A.1

Learn how to solve problems like "_       - 7 = 18" where you don't know one  1.OA.D.8

of the values in an addition or subtraction equation.

Practice seeing how addition and subtraction are related.                                    1.OA.B.4

RIT Range: 179-191

Practice addingand subtracting to solve word problems. These questions  2.OA.A.1
are result unknown or change unknown problems. Numbers used are 100 
or less.

Practice solving word problems with addition and subtraction. These 

questions are comparison problems including difference unknown, smaller value unknown, and bigger value unknown. Numbers used are 100 or less.
Practice solving word problems with addition and subtraction. These 

questions are start unknown problems including add to and take from 
problems. Numbers used are 100 or less.

© Northwest Evaluation Association October 2016

2.OA.A.1

2.OA.A.1

15

Practice solving more challenging addition and subtraction word problems 2.OA.A.1
with "more" and "fewer".€‹ Multi-step problems are also included. 
 Numbers used are 100 or less.

Practice solving problems like "_       - 45 = 27" where you have to figure out  2.OA.A.1

the missing value in an addition or subtraction equation.

© Northwest Evaluation Association October 2016	16

6+ | Operations and AlgebraicThinking | Expressions and Equations | RIT 179-191

Operations and Algebraic Thinking Expressions andEquations

RIT Range: 179-191
Add and subtract lengths to solve word problems.
Practice adding 2-digit numbers like 43+27 that have sums that are 
multiples of 10.

Practice adding two-digit numbers by making groups of ten. Read and interpret picture graphs.

RIT Range: 192-202

Addition using groups of 10 and 100

RIT Range: 192-202
Practice changing the grouping of factors in multiplication problems and 
see how it affects the product.
Practice changing the order of factors in a multiplication problem and see 
how it affects the product.

Divide two numbers. Quotients are equal to or less than 10.

Practice solving for unknown letters and symbols in equations.

See the relationship between multiplication and division problems.

Find both the multiplication and division equation that can be used to 
solve a word problem.
Solvetwo-step wordproblemswithaddition, subtraction,multiplication, 
and division. Some questions include estimation.     

RIT Range: 204 - 212 Comparingwithmultiplication

StandardsAlignment

2.OA.A.1

2.NBT.B.5

2.NBT.B.5 2.OA.A.1

3.NBT.A.2

3.OA.B.5

3.OA.B.5

3.OA.A.4

3.OA.B.6

3.OA.B.6

3.OA.B.6

3.OA.D.8

4.OA.A.1

RIT Range: 203-212
Practice solving multiplication and division word problems. Some problems 4.OA.A.2 haveremainders.
needed.
Multiply 2- or 3-digit numbers by 1-digit numbers. No regrouping.                      4.NBT.B.5 Multiply 3- or 4-digit numbers by 1-digit numbers. Regrouping (carrying)       4.NBT.B.5

Multiply2-digit numbers by2-digit numbers. Regrouping (carrying) needed. 4.NBT.B.5
4.NBT.B.5
Multiply a 1-digit number by a multi-digit number by decomposing the 
multi-digit number.

Use an area model to decompose factors and multiply.                                        4.NBT.B.5

© Northwest Evaluation Association October 2016	17

6+ | Operations and AlgebraicThinking | Expressions and Equations | RIT 203-212

Operations and Algebraic Thinking Expressions andEquations

RIT Range: 203-212

Use an area model to decompose the larger factor and multiply.

RIT Range: 213-219

Practicecreatingexpressions with parentheses from real-world contexts.

Solve multi-step expressions with parentheses. Place parentheses in an expression to make the expression equivalent to a given number.

Solveand interpret fractionmultiplication word problems.

Practice evaluating powers of ten.

Practice changing expressions from words to math.

Give the number of tens a number is being multiplied or divided by when 
the decimal is moved to the left or right.

RIT Range: 220-223

Simplify algebraic expressions by combining like terms.

Practiceexpanding expressions using the distributive property then 
combining like terms.

Practice figuring out of a variable is dependent or independent.

Practice applying the distributive property to algebraic expressions.

Practice writing basicequations to model real-worldsituations.

Practice determining whether or not two algebraicexpressions are 
equivalent by manipulating the expressions. These problems require you 
to combine like terms and apply the distributive property.

Practice plugging invalues to evaluate real-world algebraic expressions. 
These are introductory problems, so theexpressions aren't too 
complicated.

Practice solving more challenging problems using the order of operations.

Practice spotting the mistake in someone else's work as they attempt to 
solve one-step equations.

 Create number line graphs of inequalities.

StandardsAlignment

4.NBT.B.5

5.OA.A.2

5.OA.A.1

5.NF.B.6

5.NBT.A.2

5.OA.A.2

5.NBT.A.2

6.EE.A.3

6.EE.A.3

6.EE.C.9

6.EE.A.3

6.EE.B.6 | 6.EE.B.7

6.EE.A.3

6.EE.A.2

6.EE.A.1

6.EE.B.7

6.EE.B.8

Practice writing inequalities with variables to describe real-world situations.6.EE.B.6 | 6.EE.B.8

© Northwest Evaluation Association October 2016	18

Practice solving equations in one step by multiplying or dividing a value 
from both sides.

Practice solving equations in one step by adding or subtracting the same 
value from both sides.

Practice solving equations in one step by adding or subtracting a number 
from both sides. These problems involve decimals and fractions.

© Northwest Evaluation Association October 2016

6.EE.B.7 | HSA-REI.B.3

6.EE.B.7 | HSA-REI.B.3

6.EE.B.7

19

6+ | Operations and AlgebraicThinking | Expressions and Equations | RIT 220-223

Operations and Algebraic Thinking

Expressions andEquations	StandardsAlignment

RIT Range: 220-223

Practice solving equations in one step by multiplying or dividing a number 
from both sides. These problems involve decimals and fractions.                       6.EE.B.7

Practice taking exponents of whole numbers. All exponents in these 
problems are either positive or zero.

Practice evaluating exponents that have fractional bases.
Practice plugging in values to equations and checking to see if the 
equations hold true.
Practice plugging in values to inequalities and checking to see if the 
inequalities holdtrue.
Practice writing algebraic expressions to match verbal descriptions of mathematicaloperations.
Practice writing slightly more complex algebraic expressions to model real-world situations.

6.EE.A.1

6.EE.A.1

6.EE.B.5

6.EE.B.8

6.EE.A.2

6.EE.A.2

Practice writing basic algebraic expressions to matchverbal descriptions of 6.EE.A.2 mathematicaloperations.
Practice writing basic algebraic expressions to model real-world situations. 6.EE.A.2

RIT Range: 224-227
Simplify algebraic expressions by combining like terms. Coefficients on some terms are negative.
Practice combining like terms using the distributive property. These 
problems involve adding and subtracting negative numbers.
Practice solving word problems involving price discounts, taxes, and tip 
calculations.
Practice figuring out which expressions are equivalent by applying your knowledge of negative numbers and the distributive property.
Factor expressions like 3x-9 by applying the distributive property. (All 
expressions in this exercise are linear binomials.)

Practice interpreting linearexpressions
Practice solving equations that take two steps to solve.
Practice writing equations to model real-world situations, then solve the 
equations to answer interesting questions about the situations.
Practice combining like terms for expressions that have rational 
coefficients. This requires adding and subtracting fractions.
Practice solving word problems involving price markups and commission 
fees.

7.EE.A.1

7.EE.A.1

7.EE.B.3

7.EE.A.1

7.EE.A.1 7.EE.A.2
7.EE.B.4 | HSA-REI.B.3

7.EE.B.4

7.EE.A.1

7.EE.B.3

Practice solving multi-step word problems. The numbers in these problems 7.EE.B.3 may be fractions, decimals,and percents.

© Northwest Evaluation Association October 2016	20

6+ | Operations and AlgebraicThinking | Expressions and Equations | RIT 224-227

Operations and Algebraic Thinking Expressions andEquations

RIT Range: 224-227

Practice solving equations that take two steps to solve. These problems 
involve arithmetic with fractions and decimals.

RIT Range: 228-230

Given two numbers in scientific notation, practice adding and subtracting 
them.

Solve age word problems with a system of equations.

StandardsAlignment

7.EE.B.4

8.EE.A.4

8.EE.C.8

Practice comparing two real-world quantities by approximating them with powers of 10.
A variety of questions about rates and proportional relationships involving graphs, tables, and equations.

8.EE.A.3

8.EE.B.5

Given a linear equation with missing values, determine appropriate values 8.EE.C.7 in order to have one, zero, or infinite solutions.

Practice solving more challenging problemsinvolving scientific notation.

Determine the number of solutions of a given system of equations by 
considering its algebraic solution process.

Practice finding the cube root of a perfect cube positive integer.

Practice solving equations by squaring or cubing bothsides.

Practice evaluating expressions by adding, subtracting, or multiplying exponents.

Practice computing numbers raised to positive and negative exponents. 
Bases may be fractions.

Find the graph of a linear equation given in standard form.

Determine the number of solutions of a given system of equations by 
considering its graph.

8.EE.A.4

8.EE.C.8 | HSA-SSE.B.3

8.EE.A.2

8.EE.A.2

8.EE.A.1

8.EE.A.1

8.EE.C.7 | HSA-REI.D.10

8.EE.C.8 | HSA-REI.D.10 | HSA-REI.D.11

REI.D.11
Graph a system of equations in slope-intercept or standard form, and find  8.EE.C.8 | HSA-REI.C.6 | HSA-REI.D.10 | HSA-their solution using the graphs.

Graphing proportional relationships

Given the x or y value of a 2-variable equation solution, find the value for 
the other variable in the solution.

Practice solving one-variable equations like 20 - 7x = 6x - 6, where the 
variable appears on both sides of the equals sign.

© Northwest Evaluation Association October 2016

8.EE.B.5

8.EE.C.7 | HSA-REI.B.3 | HSA-REI.D.10

8.EE.C.7 | HSA-REI.B.3

21

Practice solving problems using your knowledge of square and cube roots. 8.EE.A.2

Practiceexpressing products and quotients inscientific notation.                       8.EE.A.4

Practice solving equations with parentheses using the distributive property. 8.EE.C.7 | HSA-REI.B.3

Solve linear equations that contain expressions with parentheses and the  8.EE.C.7 | HSA-REI.B.3 coefficients are rational numbers.

© Northwest Evaluation Association October 2016	22

6+ | Operations and AlgebraicThinking | Expressions and Equations | RIT 228-230

Operations and Algebraic Thinking Expressions andEquations

RIT Range: 228-230

Practice solving multiplication and division problems that involve powers 
of ten.

Practiceapplying properties ofexponents.

Practice taking square roots of decimals and fractions.

Practice expressing numbers in scientific notation.

StandardsAlignment

8.EE.A.3

8.EE.A.1

8.EE.A.2

8.EE.A.4

Practice telling whether an equation has one, zero, or infinite solutions. 8.EE.C.7

Practice finding the square root of a perfect square positive integer.

Solve systems of equations with any number of solutions using any 
solution method.

Solve systems of equation with multi-step elimination (e.g., a manipulation is needed in order for x-values or y-values to cancel each other out).

Solve systems of equation with one-step elimination (e.g., x-values or y-values cancel each other out).

8.EE.A.2

8.EE.C.8 | HSA-APR.A.1 | HSA-REI.C.6 | HSA-SSE.B.3

8.EE.C.8 | HSA-APR.A.1 | HSA-REI.C.6 | HSA-SSE.B.3

8.EE.C.8 | HSA-APR.A.1 | HSA-REI.C.6

Solve systems of equations where one of the equations is solved for one of 8.EE.C.8 | HSA-REI.C.6 | HSA-SSE.B.3 the variables.

Determine whether a couple of given systems of equations are equivalent  8.EE.C.8 | HSA-APR.A.1 | HSA-REI.C.5 or not to a third given system.

Solve word problems by modeling them into a system of equations and 
solving it.

Solve linear equations where the variable appears on both sides of the 
equation and the coefficients are decimals or fractions.

8.EE.C.8 | HSA-APR.A.1 | HSA-CED.A.2 | HSA-CED.A.3 | HSA-REI.C.6 | HSA-SSE.B.3

8.EE.C.7 | HSA-REI.B.3

Verify whether a given pair of values is a solution to a system of equations. 8.EE.C.8

RIT Range: > 231

Example: Add (2x²-3) and (7x³-4x+1).

Example:Subtract (x²+2xy-y) and (3x+5xy+2y²).

Example: Subtract -2x²+4x-1 from 6x²+3x-9.

HSA-APR.A.1

HSA-APR.A.1

HSA-APR.A.1

Choose which step an error was made in adding or subtracting polynomials. HSA-APR.A.1

Example:Subtracta�´+4a²b²-2b´� from-3a�´+5a^2b²+2b´�.

Check whether an ordered pair is a solution of a system of two-variable linear inequalities.

HSA-APR.A.1

HSA-CED.A.3

Given a two-variable linear inequality, check whether a given pair of values HSA-CED.A.3

© Northwest Evaluation Association October 2016	23

is a solution of the inequality.

Given some information about a real-worldcontext, analyze expressions 
containing unknown variables thatmodel that context.

Solve quadratic equations of the form x^2+bx+c by completing the square.

© Northwest Evaluation Association October 2016

HSA-SSE.A.1 | HSA-SSE.A.2

HSA-REI.B.4 | HSA-SSE.B.3

24

6+ | Operations and AlgebraicThinking | Expressions and Equations | RIT > 231

Operations and Algebraic Thinking

Expressions andEquations	StandardsAlignment

RIT Range: > 231

Solve quadratic equations of the form ax^2+bx+c by completing the square. HSA-REI.B.4 | HSA-SSE.B.3

Practice the method of completing the square with quadratic expressions. HSA-REI.B.4

Solvecompoundlinearinequalities.

Solve general word problems about real-world relationships that can be 
modeled by linear equations or functions.

Determine the number of solutions of a given system of equations by 
considering its algebraic solution process.

Convert linearequations between slope-intercept andstandardforms.

Analyze quadratic equations in order to determine how many different 
real number solutions they have.

Rewrite expressions of the form a(x)/b(x), where a is a polynomial b is a 
linear binomial, in the form q(x)+r(x)/b(x), where q and r are polynomials 
and the degree of r is less than the degree of b.

Rewrite expressions of the form a(x)/b(x), where a is a polynomial b is a monomial, in the form q(x)+r(x)/b(x), where q and r are polynomials and the degree of r is less than the degree of b.

HSA-REI.B.3

HSA-CED.A.2 | HSA-CED.A.4

8.EE.C.8 | HSA-SSE.B.3

HSA-SSE.B.3

HSA-SSE.B.3

HSA-APR.D.6

HSA-APR.D.6

Rewrite expressions of the form a(x)/b(x), where a and b are polynomials,  HSA-APR.D.6
in the form q(x)+r(x)/b(x), where q and r are polynomials and the degree of 
r is less than the degree of b.

Determine whether pairs of exponential expressions are equivalent.

Given some informationabout several unknownvariables, evaluate an 
expression containingthosevariables.

Given some information about several unknown variables, evaluate an 
expression containing those variables.

Practice some problems that involve thinking about the conditions for 
obtaining extraneous solutions while solving radical equations.

HSA-SSE.B.3

HSA-SSE.A.2

HSA-SSE.A.2

HSA-REI.A.2

Factor quadratic expressions into the special products of the general forms HSA-SSE.A.2 (x+a)^2,(x-a)^2, and(x+a)(x-a).

Factor quadratic expressions of the general difference of squares form:         HSA-SSE.A.2 (ax)^2-b^2. The factored expressions have the general form (ax+b)(ax-b).

Factor "advanced" polynomials (i.e. polynomials of various degrees and or HSA-SSE.A.2 | HSA-SSE.B.3 with two variables) using special product factorizationmethods.

Factor quadratics of the form x²+bx+c.

Factor polynomials that can be factored as the product of a monomial and a quadratic expression, then further factor the quadratic expression.

© Northwest Evaluation Association October 2016

HSA-SSE.A.2 | HSA-SSE.B.3

HSA-SSE.A.2 | HSA-SSE.B.3

25

Factor quadratics of the form ax²+bx+c.                                                                   HSA-SSE.B.3

Factor "advanced" polynomials (i.e. polynomials of various degrees and or HSA-SSE.A.2 with two variables) using quadratic factorization methods.

© Northwest Evaluation Association October 2016	26

6+ | Operations and AlgebraicThinking | Expressions and Equations | RIT > 231

Operations and Algebraic Thinking Expressions andEquations

RIT Range: > 231
Factor quadratic expressions of the general perfect square forms: 
(ax)^2+2abx+b^2 or (ax)^2-2abx+b^2. The factored expressions have the 
general forms (ax+b)^2 or (ax-b)^2.
Find special products (perfect squares and difference of squares) of 
"advanced" binomials: binomials with leading coefficients other than 1; 
binomials with higher degrees; and binomials with two variables.
Use the distributive property to express the product of a monomial and a 
polynomial as a single polynomial.

Express the product of two monomial expressions as a single monomial
Use various methods in order to find all the zeros of polynomial 
expressions orfunctions.
Understanding and solving problems with the formula for a finite geometricseries
Evaluate finite geometric series given in sigma notation, recursively, or 
explicitly.
Draw the graph of a line given in slope-intercept form. For example, graph y = 3x + 2.

StandardsAlignment

HSA-SSE.A.2

HSA-APR.A.1

HSA-APR.A.1

HSA-APR.A.1

HSA-APR.B.3 | HSA-SSE.A.2 | HSA-SSE.B.3

HSA-SSE.B.4

HSA-SSE.B.4

HSA-REI.D.10

Find the graph of a linear equation given in standard form.                                  8.EE.C.7 | HSA-REI.D.10
HSA-CED.A.3
Given the graph of a two-variable linear inequality, check whether a given 
pair of values is a solution of the inequality.
considering its graph.
Determine the number of solutions of a given system of equations by            8.EE.C.8 | HSA-REI.D.10 | HSA-REI.D.11

HSA-CED.A.3
Find the range of values of one variable that corresponds to a given value 
of the other variable in a linear inequality.

Graph two-variable linear inequalities.                                                                      HSA-CED.A.3 | HSA-REI.D.12
their solution using the graphs.
Graph a system of equations in slope-intercept or standard form, and find  8.EE.C.8 | HSA-REI.C.6 | HSA-REI.D.10 | HSA-REI.D.11
Find the range of values of one variable that corresponds to a given value 
of the other variable in a system of two-variable linearinequalities.                   HSA-CED.A.3
Graph the line that represents a real-world relationship that is given 
verbally.                                                                                                                          HSA-REI.D.10
Given the x or y value of a 2-variable equation solution, find the value for 
the other variable in the solution.                                                                              8.EE.C.7 | HSA-REI.B.3 | HSA-REI.D.10

Fit an algebraic two-variable inequality to its appropriate graph.
Identify the form of a quadratic function that immediately reveals a given
feature of that function. Features in question are the y-intercept of the 
graph, the zeroes ("roots") of the function, and the vertex of the parabola.

Find the intercepts of a line given a table of values.

© Northwest Evaluation Association October 2016

HSA-CED.A.3

HSA-SSE.B.3

HSA-REI.D.10

27

6+ | Operations and AlgebraicThinking | Expressions and Equations | RIT > 231

Operations and Algebraic Thinking Expressions andEquations

RIT Range: > 231
Solve word problems about real world relationships that are given in formulas.

Interpret the graphs of both linear and nonlinear functions.
Solve word problems about real world relationships that are given in 
graphs.

StandardsAlignment

HSA-SSE.A.1

HSA-REI.D.10

HSA-REI.D.10

Given a function that models an exponential situation, rewrite the function HSA-SSE.A.1 | HSA-SSE.B.3 in order to find its change for a different time unit.
Given a function that models an exponential situation, rewrite the function HSA-SSE.A.1 | HSA-SSE.B.3 in order to analyze its rate of change.
Solve advanced and complicated equations using the power of graphs.            HSA-REI.D.11 Answer questions about real world situation, given the quadratic functions HSA-SSE.B.3 that model them.
Practice solving equations in one step by multiplying or dividing a value         6.EE.B.7 | HSA-REI.B.3 from bothsides.

Practice solving equations that take two steps to solve.
Practice solving one-variable equations like 20 - 7x = 6x - 6, where the 
variable appears on both sides of the equals sign.
Solveequations that have one rational expression whose numerator and 
denominator are linearexpressions.

7.EE.B.4 | HSA-REI.B.3

8.EE.C.7 | HSA-REI.B.3

HSA-REI.A.2

Solve linear inequalities that take multiple steps to solve.                                    HSA-REI.B.3
HSA-CED.A.4
Solve multi-variable formulas for a specific variable in order to solve some 
word problems.
HSA-REI.D.10
Find all the inputs that correspond to a given function output, using the 
function's graph.

Solve word problems that involve linear inequalities in two variables.               HSA-CED.A.3 | HSA-SSE.A.1 Solveword problems that involve systems of linear inequalities.                        HSA-CED.A.3 | HSA-SSE.A.1
HSA-SSE.B.3
Given a function that models an exponential situation, find the factor by 
which the quantity changes per unit time interval.
HSA-CED.A.1
Construct an equation or an inequality that model a given context. Modeling expressions can be quadratic, rational, or exponential.
Use the distributive property to express the product of two binomials as a 
single polynomial.                                                                                                         HSA-APR.A.1
Find perfect squares of the forms (x+a)² and (x-a)², and differences of
squares of the form (x+a)(x-a).                                                                                   HSA-APR.A.1
Use the distributive property to express the product of a binomial and a 
polynomial as a single polynomial.                                                                             HSA-APR.A.1
Example: Find the values of the variables to make the following equation 
true -11(y²-cy+2) = dy²+33y-f.                                                                                     HSA-APR.A.1

© Northwest Evaluation Association October 2016	28

6+ | Operations and AlgebraicThinking | Expressions and Equations | RIT > 231

Operations and Algebraic Thinking Expressions andEquations

RIT Range: > 231

More challenging multiplying monomial problems like find the area or find missing values to make an equation true.

StandardsAlignment

HSA-APR.A.1

Practice solving equations with parentheses using the distributive property. 8.EE.C.7 | HSA-REI.B.3

Solve linear equations thatcontain expressions with parentheses and the      8.EE.C.7 | HSA-REI.B.3 coefficients are rationalnumbers.

Simplify rational expressions that contain rational expressions within their  HSA-SSE.A.2 numerators or denominators.

Practice solving equations in one step by adding or subtracting the same 
value from both sides.

Practice solving inequalities in one step.

Determine which ordered pairs are solutions to equations.

Determine whether given polynomial identities are true, and whether 
given proofs of such identities are valid.

Given a polynomial, determine the intervals in which it is positive or 
negative.

Use the quadratic formula to find the roots of a quadratic function.

Solve quadratic equations using the quadratic formula. some of the 
equations have real solutions while others have complex solutions.

Solve advanced rational equations with multiple expressions.

6.EE.B.7 | HSA-REI.B.3

HSA-REI.B.3

HSA-REI.D.10

HSA-APR.C.4

HSA-APR.B.3

HSA-REI.B.4

HSA-REI.B.4 | HSN-CN.C.7

HSA-REI.A.2

Use the PRT (Polynomial Remainder Theorem) to determine the factors of HSA-APR.B.2 polynomials and their remainders when divided by linear expressions.

Rewrite a given exponential expression in a specific desired form.

Given a function that models an exponential situation, find the time 
interval over which the quantity changes by a given factor.

Find the y-intercept, the zeroes ("roots"), and the vertex of the graphs of quadratic functions. Functions are given in standard, vertex, and factored form.

Factor the numerator and the denominator of a rational expression and 
cancel out common monomial factors.

Factor the numerator and the denominator of a rational expression and 
cancel out common binomialterms.

Factor the numerator and the denominator of a rational expression using 
advanced methods, and cancel out common terms.

Find the slope of a line on the coordinate plane.

© Northwest Evaluation Association October 2016

HSA-SSE.B.3

HSA-SSE.B.3

HSA-SSE.B.3

HSA-APR.D.6

HSA-APR.D.6

HSA-APR.D.6

HSA-REI.D.10

29

Find the slope of a line from its equation.

Extract the slope of a line from its equation

Find the slope of the line that goes through the two points that are given to you.

© Northwest Evaluation Association October 2016

HSA-REI.D.10

HSA-REI.D.10

HSA-REI.D.10

30

6+ | Operations and AlgebraicThinking | Expressions and Equations | RIT > 231

Operations and Algebraic Thinking Expressions andEquations

RIT Range: > 231
Find the slope-intercept equation of a line from its graph. Find the equation of a line passing through two points Example: Solve 32^(x/3) = 8^(x-12).
Example: Solve 2^(3x+5) = 64^(x-7).
Solve square-root equations by first arranging them and then taking the 
square of both sides.

Solve square-root equations by taking the square of both sides.
Solve a linear equation where the coefficients are represented by letters. Solve quadratic equations of the form x^2+bx+c=0 that can be rewritten according to their linear factors.
Solve quadratic equations of the form ax^2+bx+c=0 that can be rewritten 
according to their linear factors.

Solve quadratic equations of the form (x+a)^2-b=0.
Solve equations that have one rational expression whose numerator and 
denominator are polynomial expressions.
Solveadvancedequations by strategically usingquadratic factorization 
methods.
Rewrite an expression containing two unknown variables by using a given equation that contains those variables.
Solve systems of equations with any number of solutions using any 
solution method.
Solve systems of equation with multi-step elimination (e.g., a manipulation is needed in order for x-values or y-values to cancel each other out).
Solve systems of equation with one-step elimination (e.g., x-values or y-values cancel each other out).

StandardsAlignment

HSA-REI.D.10 HSA-REI.D.10 HSA-SSE.B.3 HSA-SSE.B.3

HSA-REI.A.2

HSA-REI.A.2 HSA-REI.B.3

HSA-REI.B.4 | HSA-SSE.B.3

HSA-REI.B.4 | HSA-SSE.B.3

HSA-REI.B.4

HSA-REI.A.2

HSA-REI.B.4 | HSA-SSE.B.3

HSA-SSE.A.1 | HSA-SSE.A.2

8.EE.C.8 | HSA-APR.A.1 | HSA-REI.C.6 | HSA-SSE.B.3

8.EE.C.8 | HSA-APR.A.1 | HSA-REI.C.6 | HSA-SSE.B.3

8.EE.C.8 | HSA-APR.A.1 | HSA-REI.C.6

Solve systems of equations where one of the equations is solved for one of 8.EE.C.8 | HSA-REI.C.6 | HSA-SSE.B.3 thevariables.
Practice the connection between the graphical representation of equations HSA-REI.D.11 and their algebraic solutions.
Determine whether a couple of given systems of equations are equivalent  8.EE.C.8 | HSA-APR.A.1 | HSA-REI.C.5 or not to a third given system.
Solve word problems by modeling them into a system of equations and        8.EE.C.8 | HSA-APR.A.1 | HSA-CED.A.2 | HSA-solving it.                                                                                                                         CED.A.3 | HSA-REI.C.6 | HSA-SSE.B.3
Analyze the process of solving a quadratic equation by taking the square       HSA-REI.A.1 | HSA-REI.B.4 root.
zeros of the polynomial.
Select the graph that best suits a polynomial equation by considering the          HSA-APR.B.3 | HSA-SSE.A.2 | HSA-SSE.B.3

© Northwest Evaluation Association October 2016	31

6+ | Operations and AlgebraicThinking | Expressions and Equations | RIT > 231

Operations and Algebraic Thinking Expressions andEquations

RIT Range: > 231

Solve linear equations where the variable appears on both sides of the 
equation and the coefficients are decimals or fractions.

Practice writing finite geometric series like 3 + 6 + 12 + 24 in sigma 
notation.

You've had practice with a few different forms of linear equations. Now 
use your skills.

Operations and Algebraic Thinking Use Functions to Model Relationships

RIT Range: 203-212

Generate terms in a pattern when given a rule. Identify features of a 
pattern that are not explicit to the rule itself.

RIT Range: 213-219

Find the distance between points, graph points, and interpret data on coordinate planes to solve word problems.

Plot a given point on the coordinate plane.

StandardsAlignment

8.EE.C.7 | HSA-REI.B.3

HSA-SSE.B.4

HSA-REI.D.10

StandardsAlignment

4.OA.C.5

5.G.A.2

5.G.A.2

Generate patterns using given rules. Identify relationships between terms. 5.OA.B.3 Graph ordered pairs consisting of corresponding terms from the patterns.

RIT Range: 228-230

Compare features of two linear functions represented in different ways.          8.F.A.2 | HSF-IF.C.9

Compare features of two real-world relationships that can be modeled by  8.F.A.2 | HSF-IF.C.9 | HSF-LE.B.5 linear functions, where the functions are represented in different ways.

Find a linear function that represents a real-world relationship that is given 8.F.B.4 | HSF-BF.A.1 | HSF-LE.A.2 | HSF-LE.B.5 verbally.

Given the graph of a function, determine its domain or range.                            8.F.A.1 | HSF-IF.A.1 | HSF-IF.B.5

Determine the domain of a function according to the algebraic limitations  8.F.A.1 | HSF-IF.A.1 | HSF-IF.B.5 of that function.

Interpret expressions with function notation in terms of the context that 
the functionmodels.

Evaluate functions for specific inputs given the formula of the function.

© Northwest Evaluation Association October 2016

8.F.A.1 | HSF-IF.A.1 | HSF-IF.A.2

8.F.A.1 | HSF-IF.A.1 | HSF-IF.A.2

32

Evaluateexpressions that contain function notation, given the functions' 
graphs.

Find all the inputs that correspond to a given function output, using the 
function's formula.

© Northwest Evaluation Association October 2016

8.F.A.1 | HSF-IF.A.1 | HSF-IF.A.2

8.F.A.1 | HSF-IF.A.1 | HSF-IF.A.2

33

6+ | Operations and AlgebraicThinking | UseFunctions to Model Relationships | RIT 228-230

Operations and Algebraic Thinking Use Functions to Model Relationships

RIT Range: 228-230

Create functions that match one variable to the other in a two-variable 
equation.

Draw the graph of a line given in slope-intercept form. For example, graph y = 3x + 2.

Find the graph of a linear equation given in standard form.

StandardsAlignment

8.F.A.1 | HSF-IF.A.1 | HSF-IF.A.2 | HSF-LE.A.2

8.F.A.1 | 8.F.A.3 | HSF-IF.C.7

8.F.A.1 | HSF-IF.C.7

Given the x or y value of a 2-variable equation solution, find the value for  8.F.A.1 | HSF-IF.C.7 the other variable in the solution.

Determine which ordered pair represents a solution to a graph or equation. 8.F.B.4

Highlight intervals on the domain of a function where it's only increasing or 8.F.B.5 | HSF-IF.B.4 | HSF-IF.C.7 onlydecreasing.

Find the intercepts of a line given a table of values.

Match features of graphs of modeling functions to their real-world meaning.

Use information about a situation to figure out the domain of the function which models it.

Solve word problems about real world relationships that are given in formulas.

Interpret the graphs of both linear and nonlinear functions.

Look at the graph of an equation to find x-intercepts and y-intercepts

Determine if a relationship is linear or nonlinear.

Determine which ordered pairs are solutions to equations.

Highlight intervals on the domain of a function where it's entirely positive 
or entirely negative.

Determine whether a given graph represents a function.

Given the graph of a function, find all of its relative maximum and 
minimum points.

Determine whether a table of values of a relationship represents a 
function.

Find the slope of a line on the coordinate plane.

Find the slope of a line from its equation.

Extract the slope of a line from its equation

© Northwest Evaluation Association October 2016

8.F.A.1

8.F.B.5 | HSF-IF.B.4 | HSF-IF.C.7

8.F.A.1 | HSF-IF.A.1 | HSF-IF.B.5

8.F.A.3 | 8.F.B.4 | HSF-LE.B.5

8.F.B.5

8.F.A.1

8.F.A.3

8.F.A.1

8.F.B.5 | HSF-IF.B.4 | HSF-IF.C.7

8.F.A.1 | HSF-IF.A.1

8.F.B.5 | HSF-IF.B.4 | HSF-IF.C.7

8.F.A.1 | HSF-IF.A.1

8.F.B.4 | HSF-LE.A.2

8.F.B.4

8.F.B.4

34

Find the slope of the line that goes through the two points that are given to you.

Find the slope-intercept equation of a line from its graph.

Find the equation of a line passing through two points

© Northwest Evaluation Association October 2016

8.F.B.4 | HSF-LE.A.2

8.F.A.1 | 8.F.A.3 | 8.F.B.4 | HSF-LE.A.2

8.F.A.1 | 8.F.A.3 | 8.F.B.4 | HSF-LE.A.2

35

6+ | Operations and AlgebraicThinking | UseFunctions to Model Relationships | RIT 228-230

Operations and Algebraic Thinking Use Functions to Model Relationships

RIT Range: 228-230

Solve linear equations for the x-intercept and y-intercept

DEPRECATED Solving for the y-intercept

You've had practice with a few different forms of linear equations. Now 
use your skills.

StandardsAlignment

8.F.A.3 | HSF-IF.C.7

8.F.B.4

8.F.A.1 | 8.F.A.3 | 8.F.B.4 | HSF-LE.A.2

RIT Range: > 231

Given the formula of a rational function, determine how it behaves around HSF-IF.C.7 its verticalasymptote.
Find and represent the average rate of change of a real-world relationship. HSF-IF.B.6

Find the average rate of change of a function over a given interval.

Given the sine (or cosine) of an angle, find its cosine (or sine) using the 
Pythagorean identity.

HSF-IF.B.6

HSF-TF.C.8

Compare the properties of two quadratic functions, each represented in a  HSF-IF.C.9 different way.

Compare features of two linear functions represented in different ways.          8.F.A.2 | HSF-IF.C.9

Compare features of two real-world relationships thatcan be modeled by  8.F.A.2 | HSF-IF.C.9 | HSF-LE.B.5 linear functions, where thefunctions are represented in different ways.

Compare various features between two functions, each represented in a      HSF-IF.C.9 different way.

Practice analyzing the end behavior of two functions that model similar        HSF-LE.A.3
real-world relationship, where one function is exponential and the other is 
polynomial.

Given the formulas of two functions, find the formula of their composition. HSF-BF.A.1

Construct exponential functions of the basic form f(x)=a*r^x given the           HSF-BF.A.1 | HSF-LE.A.2 initial value of the function and the ratio by which it increases for each unit.
Construct exponential functions of the basic form f(x)=a*r^x, either when  HSF-BF.A.1 | HSF-LE.A.2

given a table with two input-output pairs, or when given the graph of the 

function.

Given a verbal description of the rate of change of a real world situation, find the exponential function that models it.

Solve general word problems about real-world relationships that can be 
modeled by linear equations or functions.

Find a linear function that represents a real-world relationship that is given verbally.

© Northwest Evaluation Association October 2016

HSF-BF.A.1 | HSF-IF.C.8 | HSF-LE.A.1 | HSF-LE.A.2 | HSF-LE.B.5

HSF-BF.A.1 | HSF-LE.A.2 | HSF-LE.B.5

8.F.B.4 | HSF-BF.A.1 | HSF-LE.A.2 | HSF-LE.B.5

36

Given a few features of a sinusoidal function, find its formula.

Write equations in point-slope form given two pairs of values, and convert the equation into slope-intercept form.

Convert linear equations between slope-intercept and standard forms.

© Northwest Evaluation Association October 2016

HSF-BF.B.3 | HSF-TF.B.5

HSF-LE.A.2 | HSF-LE.B.5

HSF-IF.C.8

37

6+ | Operations and AlgebraicThinking | Use Functions to Model Relationships | RIT > 231

Operations and Algebraic Thinking

Use Functions to Model Relationships	StandardsAlignment

RIT Range: > 231
Given the formula of a polynomial function, determine whether that 
function is even, odd, or neither.                                                                               HSF-BF.B.3
Determine the domain of piecewise functions whose assignment rules 
have differentexpressiontypes.                                                                                HSF-IF.A.1
Analyze polynomial functions to determine how they behave as the input 
variable increases to positive infinity or decreases to negative infinity.              HSF-IF.C.7
Given a table with values of two quantities over time, determine whether 
the quantities form grow linearly or exponentially.                                                HSF-BF.A.1 | HSF-LE.A.1

Given the graph of a function, determine its domain or range.
Determine the domain of functions whose expressions are a combination 
of different types of assignment rules.

8.F.A.1 | HSF-IF.A.1 | HSF-IF.B.5

HSF-IF.A.1

of thatfunction.
Find the domain and range of a piecewise function given its formula.                HSF-IF.A.1 | HSF-IF.B.5 Determine the domain of a function according to the algebraic limitations  8.F.A.1 | HSF-IF.A.1 | HSF-IF.B.5

or -ˆž. 
Given a rational function, determine how it behaves as x approaches +ˆž         HSF-IF.C.7

Determine whether pairs of exponentialexpressions are equivalent.                 HSF-IF.C.8
HSF-BF.A.1
Given the formulas of two functions, evaluate the composition of the two     
functions at a given input.
HSF-BF.A.1
Given the graphs, or some tables of values, of two functions, evaluate the 
composition of those functions at a given input.

Evaluate functions for specific inputs given the graph of the function.
Evaluate any logarithm in a calculator with the use of the change of base 
formula.Example:Evaluatelog‚…(100). 
Given the graph of a step function, find the function's outputs for given specific inputs.

HSF-IF.A.1 | HSF-IF.A.2

HSF-LE.A.4

HSF-IF.A.1 | HSF-IF.A.2

Given the formula of a piecewise function, evaluate it for a specific input.       HSF-IF.A.1 | HSF-IF.A.2

Find the first few terms of sequences that are defined recursively.

Given the graph of a function, determine if it's even, odd, or neither.

Given the explicit formula of an arithmetic sequence, find its recursive 
formula, and vice versa.
Given the explicit formula of a geometric sequence, find its recursive 
formula, and vice versa.

Solve problems such as: The first four terms in an arithmetic sequence are 12, 5, -2, and -9. Find an explicit formula for the sequence.
Solveword problems about exponentialsituations.
Given the formula of a sinusoidal function, determine its amplitude.

© Northwest Evaluation Association October 2016

HSF-IF.A.1 | HSF-IF.A.2

HSF-BF.B.3

HSF-BF.A.2 | HSF-IF.A.1

HSF-BF.A.2 | HSF-IF.A.1

HSF-BF.A.2 | HSF-IF.A.1

HSF-LE.A.4

HSF-IF.C.7 | HSF-TF.B.5

38

6+ | Operations and AlgebraicThinking | Use Functions to Model Relationships | RIT > 231

Operations and Algebraic Thinking

Use Functions to Model Relationships	StandardsAlignment

RIT Range: > 231

Given the formula of a sinusoidal function, determine its midline equation. HSF-IF.C.7 | HSF-TF.B.5

Given the formula of a sinusoidal function, determine its period.

Interpret expressions with function notation in terms of the context that 
the functionmodels.

Evaluate functions for specific inputs given the formula of the function.

Evaluate expressions that contain function notation, given the functions' graphs.

Find all the inputs that correspond to a given function output, using the 
function's formula.

Create functions that match one variable to the other in a two-variable 
equation.

Evaluatinggeometricsequences1

Evaluatinggeometricsequences2

Draw the graph of a line given in slope-intercept form. For example, graph y = 3x + 2.

Find the graph of a linear equation given in standard form.

Graph quadratic functions given in the standard form ax^2+bx+c.

HSF-IF.C.7 | HSF-TF.B.5

8.F.A.1 | HSF-IF.A.1 | HSF-IF.A.2

8.F.A.1 | HSF-IF.A.1 | HSF-IF.A.2

8.F.A.1 | HSF-IF.A.1 | HSF-IF.A.2

8.F.A.1 | HSF-IF.A.1 | HSF-IF.A.2

8.F.A.1 | HSF-IF.A.1 | HSF-IF.A.2 | HSF-LE.A.2

HSF-IF.A.3

HSF-IF.A.3

8.F.A.1 | 8.F.A.3 | HSF-IF.C.7

8.F.A.1 | HSF-IF.C.7

HSF-IF.C.7

Graph quadratic functions that are given in the vertex form a(x+b)^2+c. HSF-IF.C.7

Graph quadratic functions given in any form.

Graph the line that represents a real-world relationship that is given 
verbally.

Given the graph of a nonlinear piecewise function, find its formula.

Given the x or y value of a 2-variable equation solution, find the value for 
the other variable in the solution.

Graph quadratic functions that are given in factored form.

Given the formula of a sinusoidal function of the form a*f(bx)+d, draw its graph.

HSF-IF.C.7

HSF-IF.C.7

HSF-IF.C.7

8.F.A.1 | HSF-IF.C.7

HSF-IF.C.7

HSF-IF.C.7

Graph functions that contain absolute value expressions, like f(x)=|x+3|+2. HSF-IF.C.7

Graph exponential functions of the basic form f(x)=a*r^x while considering HSF-IF.C.7 the end behavior of the function.

© Northwest Evaluation Association October 2016	39

Graph exponential functions and find the appropriate graph given the 
function.

Graph logarithmic functions and find the appropriate graph given the 
function.

Given the formula of a square-root or a cube-root function, find the 
appropriate graph.

© Northwest Evaluation Association October 2016

HSF-IF.C.7

HSF-IF.C.7

HSF-IF.C.7

40

6+ | Operations and AlgebraicThinking | Use Functions to Model Relationships | RIT > 231

Operations and Algebraic Thinking Use Functions to Model Relationships

RIT Range: > 231

Determine which of four graphs fits the formula of a given function.

Identify the form of a quadratic function that immediately reveals a given
feature of that function. Features in question are the y-intercept of the 
graph, the zeroes ("roots") of the function, and the vertex of the parabola.

StandardsAlignment

HSF-IF.C.7

HSF-IF.C.8

Highlight intervals on the domain of a function where it's only increasing or 8.F.B.5 | HSF-IF.B.4 | HSF-IF.C.7 onlydecreasing.

Match features of graphs of modeling functions to their real-world                   8.F.B.5 | HSF-IF.B.4 | HSF-IF.C.7 meaning.

Use information about a situation to figure out the domain of the function 8.F.A.1 | HSF-IF.A.1 | HSF-IF.B.5 which models it.

Solve word problems about real world relationships that are given in formulas.

Solve word problems about real world relationships that are given in 
graphs.

8.F.A.3 | 8.F.B.4 | HSF-LE.B.5

HSF-IF.C.7 | HSF-LE.B.5

Solve word problems about real world relationships that are given in tables.HSF-IF.B.4 | HSF-LE.A.2 | HSF-LE.B.5

Given a function that models an exponential situation, rewrite the function HSF-IF.C.8 | HSF-LE.A.1 | HSF-LE.B.5 in order to find its change for a different time unit.
Given a function that models an exponential situation, rewrite the function HSF-IF.C.8 | HSF-LE.A.1 | HSF-LE.B.5 in order to analyze its rate of change.
Given the graph that models a real world context, answer a question about HSF-IF.B.4 the periodicity of the graph.

Inversesof linear functions                                                                                          HSF-BF.B.4a

Answer questions about real world situation, given the quadratic functions HSF-IF.C.8 that model them.

Find all the inputs that correspond to a given function output, using the 
function's graph.

Given two basic functions that model a real-world situation, compose 
them in order to model a more complex situation.

Given a function that models an exponential situation, find the factor by 
which the quantity changes per unit time interval.

Given the description of a real-world relationship, find the sinusoidal 
function that models it.

Given the description of a real-world relationship, find the sinusoidal 
function that models it. The functions in this exercise have a phase 
(horizontal) shift.

Given the graph of a sinusoidal function, determine its period.

© Northwest Evaluation Association October 2016

HSF-IF.A.1 | HSF-IF.A.2

HSF-BF.A.1

HSF-IF.C.8 | HSF-LE.A.1 | HSF-LE.B.5

HSF-TF.B.5

HSF-TF.B.5

HSF-IF.C.7 | HSF-TF.B.5

41

Draw the graph of a piecewise function or determine its formula from its 
graph.

Given a rational function, sort given input values according to zeros, vertical asymptotes, and removable discontinuities.

© Northwest Evaluation Association October 2016

HSF-IF.A.1 | HSF-IF.C.7

HSF-IF.C.7

42

6+ | Operations and AlgebraicThinking | Use Functions to Model Relationships | RIT > 231

Operations and Algebraic Thinking

Use Functions to Model Relationships	StandardsAlignment

RIT Range: > 231

Highlight intervals on the domain of a function where it's entirely positive 
or entirely negative.

Given a polynomial, determine the intervals in which it is positive or 
negative.

Given the equation of a quadratic function, determine its range.

8.F.B.5 | HSF-IF.B.4 | HSF-IF.C.7

HSF-IF.C.7

HSF-IF.A.1

Given the graph that models a real world context, answer a question about HSF-IF.B.4 the end behavior of the graph.

Determine whether a given graph represents a function.

Given the graph of a function, find its absolute maximum and minimum 
points.

Given the graph of a function, find all of its relative maximum and minimum points.

Determine whether a table of values of a relationship represents a 
function.

Given a verbal description of a real-world relationship, determine the 
sequence that models that relationship.

Find the recursive formula of an arithmetic sequence given the first few 
terms or given an explicit formula.

Find the recursive formula of a geometric sequence given the first few 
terms or given an explicit formula.

Rewrite a given exponential expression in a specific desired form.

Given a function that models an exponential situation, find the time 
interval over which the quantity changes by a given factor.

Find the y-intercept, the zeroes ("roots"), and the vertex of the graphs of quadratic functions. Functions are given in standard, vertex, and factored form.

Solve problems such as: The first four terms in a geometric sequence are 
1/3, 1, 3, and 9. Find an explicit formula for the sequence.

Shift functions horizontally and vertically, and practice the relationship between the graphical and the algebraic representations of those shifts.
Given the graphs of functions f and g where g is a transformation of f, 

determine the formula of g in terms of f.

Find the slope of a line on the coordinate plane.

Find the slope of the line that goes through the two points that are given to you.

© Northwest Evaluation Association October 2016

8.F.A.1 | HSF-IF.A.1

HSF-IF.B.4 | HSF-IF.C.7

8.F.B.5 | HSF-IF.B.4 | HSF-IF.C.7

8.F.A.1 | HSF-IF.A.1

HSF-BF.A.1 | HSF-BF.A.2 | HSF-LE.A.1

HSF-BF.A.2 | HSF-IF.A.1

HSF-BF.A.2 | HSF-IF.A.1

HSF-IF.C.8

HSF-IF.C.8 | HSF-LE.A.1 | HSF-LE.B.5

HSF-IF.C.8

HSF-BF.A.2 | HSF-IF.A.1

HSF-BF.B.3

HSF-BF.B.3

8.F.B.4 | HSF-LE.A.2

8.F.B.4 | HSF-LE.A.2

43

Find the slope-intercept equation of a line from its graph.

Find the equation of a line passing through two points

Solve exponential equations that have 2 or other numbers at the base of 
the exponential term.

© Northwest Evaluation Association October 2016

8.F.A.1 | 8.F.A.3 | 8.F.B.4 | HSF-LE.A.2

8.F.A.1 | 8.F.A.3 | 8.F.B.4 | HSF-LE.A.2

HSF-LE.A.4

44

6+ | Operations and AlgebraicThinking | Use Functions to Model Relationships | RIT > 231

Operations and Algebraic Thinking Use Functions to Model Relationships

RIT Range: > 231

Solve linear equations for the x-intercept and y-intercept

Given a verbal description of a real-world relationship, determine whether that relationship is linear or exponential.

Solve exponential equations that have 10 or e at the base of the 
exponential term.

Select the graph that best suits a polynomial equation by considering the zeros of the polynomial.

You've had practice with a few different forms of linear equations. Now 
use your skills.

Statistics and Probability InterpretingCategorical and QuantitativeData

RIT Range: 161-178

Read and interpret bar graphs.

RIT Range: 179-191

Practice creating line plots (dot plots) from data sets.

Practice creating bar graphs (bar charts) from data sets.

Use bar graphs to solve addition and subtraction wordproblems.

Answer questions using line plots and data sets.

Read and interpret picture graphs.

RIT Range: 192 - 203

Creating line plots

RIT Range: 192-202

Create a bar graph with the data given.

Create and interpret picture graphs.

Read and interpret a double bar graphs.

Interpret picture graphs to answer questions about a context.

Interpret bar graphs to answer questions about a context.

Use picture graphs to solve word problems.

© Northwest Evaluation Association October 2016

StandardsAlignment

8.F.A.3 | HSF-IF.C.7

HSF-LE.A.1

HSF-LE.A.4

HSF-IF.C.7 | HSF-IF.C.8

8.F.A.1 | 8.F.A.3 | 8.F.B.4 | HSF-LE.A.2

StandardsAlignment

1.MD.C.4

2.MD.D.9

2.MD.D.9

2.MD.D.10

2.MD.D.9

2.MD.D.10

3.MD.B.4

3.MD.B.3

3.MD.B.3

3.MD.B.3

3.MD.B.3

3.MD.B.3

3.MD.B.3

45

6+ | Statistics and Probability | Interpreting Categorical and Quantitative Data | RIT 203-212

Statistics and Probability InterpretingCategorical and QuantitativeData

RIT Range: 203-212

Create and interpret dot plots using data with fractions. Fraction operations include addition and subtraction.

RIT Range: 213-219

Interpret fraction data on dot plots to solve word problems.

RIT Range: 220-223

Practice reading information presented in box plots.

Practice reading basic dot plots and frequency tables.

More practice making box plots to summarize data sets.

Practice computing the mean of data sets presented in a variety of 
formats, such as frequency tables and dot plots.

Practice some nifty new vocab for describing data distributions.

Practice interpreting and comparing dot plots, histograms, and box plots.

Practice creating dot plots. Dot plots are very similar to frequency tables, 
but they make it easier to see the data.

Practice creating frequency tables from small data sets.

Practice creating histograms.

Practice figuring out how the mean and median are affected when a data 
point is added to, taken from, or shifted within a data set.

Practice understanding the meaning of quartiles of data sets.

Practice reading histograms.

StandardsAlignment

4.MD.B.4

5.MD.B.2

6.SP.A.2 | 6.SP.A.3 | 6.SP.B.4 | 6.SP.B.5

6.SP.B.4

6.SP.B.4

6.SP.B.4

6.SP.A.2

6.SP.B.4

6.SP.B.4

6.SP.B.4

6.SP.B.4

6.SP.A.3

6.SP.B.4

6.SP.B.4

Practice explaining the shapes of data distributions. Some distributions are 6.SP.A.2

symmetrical, perfectly balanced on the left and right. Other distributions 
are unbalanced.Wesaytheyare€œskewed€a�ndhave€œtails." 

Practice spotting the difference between statistical and non-statistical questions.

RIT Range: 224-227

Practice comparing distributions that are presented in dot plots, 
histograms, and box plots.

© Northwest Evaluation Association October 2016

6.SP.A.1

7.SP.B.3 | 7.SP.B.4

46

RIT Range: 228-230

Practice plotting points to construct a scatter plot.

Practice estimating the equation of a line of best fit through data points in a scatter plot. Then, use the equation to make a prediction.

© Northwest Evaluation Association October 2016

8.SP.A.1

8.SP.A.3

47

6+ | Statistics and Probability | Interpreting Categorical and Quantitative Data | RIT 228-230

Statistics and Probability

InterpretingCategorical and QuantitativeData	StandardsAlignment

RIT Range: 228-230

Do you understand how two-way tables really work? Here's your chance to 8.SP.A.4 practice. Go get 'em! You got this!

Practice making sense of trends in scatter plots. That is, explain what 
trends mean in terms of real-world quantities.

Given a scatter plot, can you estimate the slope of the line of best fit that 
goes through the data points?

A good scatter plot has the independent variable on the x-axis and the 
dependent variable on the y-axis. Also, the scale of both axes should be 
reasonable, making the data as easy to read as possible. In these practice 
problems, we practice telling good s

8.SP.A.1

8.SP.A.3 | HSS-ID.B.6 | HSS-ID.C.7

8.SP.A.1

Given a random assortment of points, draw a line of best fit through them. 8.SP.A.2 | HSS-ID.B.6

Practice identifying the types of correlations shown in scatter plots.                  8.SP.A.1
Sometimes we see linear correlations (positive or negative), sometimes we 
see non-linear correlations (the data seems to follow a curve), and other times we don't see any correlation a

Practice interpreting two-way frequency tables. For example, what does 
the cell in the top left tell you?

Practice interpretingtwo-way relative frequency tables

Given a Venn diagram or information about a relationship, create a two-wayfrequency table.

Practice creating two-way relative frequency tables from a two-way 
frequency table.

RIT Range: > 231

Match correlation coefficients to scatterplots to build a deeper intuition behind correlation coefficients.

Practice applying the68-95-99.7 empiricalrule.

Determine if a quadratic or exponential model fits a data set better, then 
use the model to make a prediction.

8.SP.A.4

8.SP.A.4

8.SP.A.4

8.SP.A.4

HSS-ID.C.8

HSS-ID.A.4

HSS-ID.B.6

Take a look at two different data distributions and draw some comparisons.HSS-ID.A.1 | HSS-ID.A.2 | HSS-ID.A.3

Given a scatter plot, can you estimate the slope of the line of best fit that  8.SP.A.3 | HSS-ID.B.6 | HSS-ID.C.7 goes through the data points?

Given a random assortment of points, draw a line of best fit through them. 8.SP.A.2 | HSS-ID.B.6

© Northwest Evaluation Association October 2016	48

Calculate the standard deviation of a population.

Analyze categorical data to find some trends.

Determines if a statistical study is a sample study, an experiment, or an 
observational study.

© Northwest Evaluation Association October 2016

HSS-ID.A.2

HSS-ID.B.5

HSS-ID.C.9

49

6+ | Statistics and Probability | Interpreting Categorical and Quantitative Data | RIT > 231

Statistics and Probability InterpretingCategorical and QuantitativeData

RIT Range: > 231

Find the z-score of a particular measurement given the mean and standard deviation.

Use a z-table to find the probability of a particular measurement.

Use a z-table to find the probability that a particular measurement is in a 
range.

Statistics and Probability

Using Sampling and Probabilityto Make Decisions

RIT Range: 224-227

Practice using sample space diagrams to find probabilities.

Practice making reasonable estimates of the likelihoodof future events 
based on past experience.

StandardsAlignment

HSS-ID.A.4

HSS-ID.A.4

HSS-ID.A.4

StandardsAlignment

7.SP.C.8

7.SP.C.6

Practice counting possible outcomes in a variety of situations. These              7.SP.C.8
problems cover everything from counting the number of ways to get 
dressed in the morning to counting the number of ways to build a custom 
pizza.

Given a random sample, practice figuring out what can we reasonably infer 7.SP.A.1 about the entire population?

Practice finding probabilities of events, such as rolling dice, drawing marbles out of a bag, and spinning spinners.

Practice creating probability models and understand what makes a valid probabilitymodel.

Practice checking if sample space diagrams match a compound event.

Practice expressing probabilities in different forms (fractions, decimals, and percents).

Practice predicting the number of times a certain event will happen.

Practice figuring out whether we took a random sample and whether we're able to draw valid conclusions from our data.

7.SP.C.7

7.SP.C.7

7.SP.C.8

7.SP.C.5

7.SP.C.7

7.SP.A.1 | HSS-IC.A.1

RIT Range: > 231

Find four probabilities for each problem: P(A), P(B), P(A and B), and P(A or  HSS-CP.B.7 B).

© Northwest Evaluation Association October 2016	50

The union, complement, and intersection of sets.

Find dependent probabilities like P(A | B) or P(B | A) for a variety of 
contexts.

Answer interesting questions about subsets of sample spaces.

© Northwest Evaluation Association October 2016

HSS-CP.A.1

HSS-CP.B.6

HSS-CP.A.1

51

6+ | Statistics and Probability | Using Sampling and Probability to Make Decisions | RIT > 231

Statistics and Probability

Using Sampling and Probabilityto Make Decisions

RIT Range: > 231
Look at the results of different experiments, and determine if they are 
statistically significant.
Show that you have mastery over the idea behind hypothesis testing by 
calculating some probabilitiesanddrawingconclusions.

Determine if two events are dependent or independent. Analyze categorical data to find some trends.
Determines if a statistical study is a sample study, an experiment, or an 
observational study.
Practice figuring out whether we took a random sample and whether 
we're able to draw valid conclusions from our data.

The Realand ComplexNumber Systems Extend and Use Properties

RIT Range: < 160

Practice counting which group has more objects.

RIT Range: 161-178

Comparing two-digit numbers

RIT Range: 161-178

Practice grouping objects by tens.

Practice dividing shapes into 2 or 4 equal sections. Practice breaking numbers apart into tens and ones.

RIT Range: 179-191

Practice more challenging problems comparing numbers within 1000.

Practice telling if shapes are divided into 2 or 4 equal sections.

Practice thinking about 3-digit numbers as hundreds, tens, and ones.

Practice breaking numbers into hundreds, tens, and ones.

RIT Range: 192 - 203

Fractions on the number line 1

© Northwest Evaluation Association October 2016

StandardsAlignment

HSS-IC.B.5

HSS-IC.A.2

HSS-CP.A.2 | HSS-CP.A.3

HSS-CP.A.4 | HSS-CP.A.5 | HSS-CP.B.6

HSS-IC.B.3 | HSS-IC.B.6

7.SP.A.1 | HSS-IC.A.1

StandardsAlignment

K.CC.C.6

1.NBT.B.3

1.NBT.B.2 1.G.A.3 1.NBT.B.2

2.NBT.A.4

2.G.A.3

2.NBT.A.1

2.NBT.A.3

3.NF.A.2

52

6+ | The Real and Complex Number Systems | Extend and Use Properties | RIT 192-202

The Realand ComplexNumber Systems Extend and Use Properties

RIT Range: 192-202

Unit fractions on the number line

RIT Range: 192-202
Compare two fractions that have either the same numerator or 
denominator. 
Compare two fractions that have the same denominator using greater and less than symbols.
Compare two fractions that have the same numerator using greater and 
less thansymbols.

Practice comparing fractions with the help of visuals aides. Identify unit fractions when given a visual or a context. Graph and identify equivalent fractions on a number line.

Identify and create equivalent fractions using visualmodels.

Identify the fraction of a whole that is shaded.

Practice making groups of 10 and 100 while adding 3-digit numbers.

Practice identifying numeratorsand denominators infractions.

Identify the fraction of a whole that is shaded.

Practice telling if a shape has been divided into equal parts.

RIT Range: 203-212

Comparing decimals and fractions Comparingdecimalsvisually
Decompose fractions withdenominators of 100 Equivalent fractions with denominators of 10 and 100
Equivalent fractions with denominators of 10 and 100 intuition

RIT Range: 204 - 212 Comparing decimals 1 Composite numbers
Fractions as division by 10 or 100 Decimals on the number line 1 Decimals on the number line 2

© Northwest Evaluation Association October 2016

StandardsAlignment

3.NF.A.2a | 3.NF.A.2b

3.NF.A.3

3.NF.A.3

3.NF.A.3

3.NF.A.3

3.G.A.2 | 3.NF.A.1 3.NF.A.3

3.NF.A.3

3.NF.A.1

3.NBT.A.2

3.NF.A.1

3.NF.A.1

3.G.A.2 | 3.NF.A.1

4.NF.C.7 4.NF.C.7 4.NF.C.5 4.NF.C.5 4.NF.C.5

4.NF.C.7 4.OA.B.4 4.NF.C.6 4.NF.C.6 4.NF.C.6

53

6+ | The Real and Complex Number Systems | Extend and Use Properties | RIT 204 - 212

The Realand ComplexNumber Systems Extend and Use Properties

RIT Range: 204 - 212 Prime numbers

RIT Range: 203-212
Practice rewriting fractionsto have the same denominator.
Practice comparing two fractions with different denominators with greater
and less than symbols. 
Practice comparing fractions andmixed numbers that have unlike 
denominators.

Use your place value skills to practice comparing whole numbers.
Compare multi-digit numbers that challenge your place value 
understanding

Sal arranges digits to make the largest or smallest possible number. Practice using the same whole to find equivalent fractions.
Practice dividing whole numbers by 10.
Practice making equivalent fractions by multiplying the numerator and 
denominator by the same number.

StandardsAlignment

4.OA.B.4

4.NF.A.2

4.NF.A.2

4.NF.A.2

4.NBT.A.2

4.NBT.A.2

4.NBT.A.1 4.NF.A.2 4.NBT.A.1

4.NF.A.1

Practice multiplying and dividing whole numbers by ten.                                      4.NBT.A.1 Practice multiplying whole numbers by 10.                                                              4.NBT.A.1
4.NBT.A.2
Practice reading and writing numbers written in expanded form.Example: 
The expanded form of 376 is 300 + 70 + 6.
4.NBT.A.2
Practice working with whole numbers in written form. For example, "one 
thousand four hundred three" is the written form of 1403.

Practice ordering 3 fractions from least to greatest. Practice thinking about the value of each digit in a number.
Recognize that in a multi-digit whole number, a digit in one place 
represents ten times what it represents in the place to its right.
Practice problems to challenge your understanding of whole number place value

4.NF.A.2 4.NBT.A.2

4.NBT.A.1

4.NBT.A.2

Practice finding equivalent fractions. These problems show you pictures of 4.NF.A.1 fractions to help you out.
Practice comparing fractions by looking at pictures. Fractions in these            4.NF.A.2 problems do not have common denominators.

RIT Range: 213-219
Compare 2 numbers to thousandths based on meanings of the digits in
each place.                                                                                                                      5.NBT.A.1

© Northwest Evaluation Association October 2016	54

6+ | The Real and Complex Number Systems | Extend and Use Properties | RIT 213-219

The Realand ComplexNumber Systems

Extend and Use Properties	StandardsAlignment

RIT Range: 213-219

Graph and find the distance between point in first quadrant of coordinate  5.G.A.1 plane.

Plot a given point on the coordinate plane.                                                              5.G.A.1

Practice identifying place value names for decimal numbers. For example,  5.NBT.A.3 the 3 in 4.563 is in the thousandths place.

Identify points in the first quadrant of a coordinate plane.

Practice evaluating powers of ten.

Give the number of tens a number is being multiplied or divided by when 
the decimal is moved to the left or right.

Practice understanding that the fraction bar really means division.

Practice word problems that involve using the fractionbar as division.

5.G.A.1

5.NBT.A.2

5.NBT.A.2

5.NF.B.3

5.NF.B.3

Practice identifying the value of one of the digits in a decimal number. For  5.NBT.A.1 example, the 3 in 4.563 has a value of 0.003.

RIT Range: 220-223

Practice finding the absolute value of a number, like -4 or 3.

Practice understanding the meaning of absolutevalue in real-world 
scenarios.

Write an inequality to compare absolute values.

Practicemore challenging comparison problems with absolutevalue.

Practice solving word problems by interpreting the meaning of points 
plotted on an xy coordinate system.

6.NS.C.7

6.NS.C.7

6.NS.C.7

6.NS.C.7

6.NS.C.6 | 6.NS.C.8

Practice placing positive and negative decimal numbers on the number line. 6.NS.C.6

Practice placing positive and negative fractions and decimals on the 
number line.

Practice graphing points and identifying which quadrants they're in.

Practice plotting points like (-2, 4).

6.NS.C.6

6.NS.C.6

6.NS.C.6

Practice explaining the meaning of negative numbers in different scenarios. 6.NS.C.5

Identify positive and negative integers on the number line.                                  6.NS.C.6

© Northwest Evaluation Association October 2016	55

Practice more challenging problems where you identify positive and negative integers on a number line that doesn't have zero labeled.
Practice finding the opposites of numbers. Numbers are opposites when 

they're on opposite sides of the number line the same distance from zero. Practice solving more challenging problems finding the opposites of
numbers. Numbers are opposites when they're on opposite sides of the 

number line the same distance from zero.

© Northwest Evaluation Association October 2016

6.NS.C.6

6.NS.C.6

6.NS.C.6

56

6+ | The Real and Complex Number Systems | Extend and Use Properties | RIT 220-223

The Realand ComplexNumber Systems

Extend and Use Properties	StandardsAlignment

RIT Range: 220-223
Practice putting positive and negative numbers in order. For example, -28, 6.NS.C.7 12, -51, and 43.
Practice putting positive and negative fractions and decimals in order. For  6.NS.C.7 example, -12/4, -2.5, and 3.25.

6.NS.C.6 | 6.NS.C.8
Practice reflecting points across axes on the xy coordinate plane.                       6.NS.C.6 | 6.NS.C.8 Practice finding the distance between two points on the coordinate plane
that share the same x- or y-coordinate.
6.NS.C.7
Practice comparing positive and negative numbers by thinking about their 
positions on the number line. Numbers to the right are greater than 
numbers to the left.

Practice writing inequalities to describe real-world situations.

RIT Range: 228-230
Practice using a calculator to find the approximate decimal values of 
irrational numbers.

Practice comparing irrational numbers without using a calculator.
Practice finding the approximate value of square roots by thinking about 
perfect squares.

Practice converting 1- and 2-digit repeating decimals to fractions.

Practice converting multi-digit repeating decimals to fractions.

Practice identifying whether numbersare rational or irrational.

Practice finding the approximate value of square roots by thinking about 
perfect squares.
Practice writing fractions as repeating decimals. Get ready to bust out 
those long division skills!

RIT Range: > 231
Practice simplifying expressions with multiple radical terms combined by 
addition, subtraction, multiplication, and/or division.
Evaluate numericalexpressions with rational exponents, and convert 
between equivalent formsof exponentialandradical expressions.
Evaluate numerical exponential expressions and simplify variable 
exponential expressions by using the properties of exponents.
Evaluatenumericalexpressions and simplifyvariableexpressionswith 
mixed exponential and radical terms, by using the properties of exponents.

6.NS.C.7

8.NS.A.2

8.NS.A.2

8.NS.A.2

8.NS.A.1

8.NS.A.1

8.NS.A.1

8.NS.A.2

8.NS.A.1

HSN-RN.A.2

HSN-RN.A.1 | HSN-RN.A.2

HSN-RN.A.1 | HSN-RN.A.2

HSN-RN.A.1 | HSN-RN.A.2

Add, subtract, multiply,and divide square roots. For example, simplify ˆš50- HSN-RN.A.2
ˆš32. 

© Northwest Evaluation Association October 2016	57

6+ | The Real and Complex Number Systems | Extend and Use Properties | RIT > 231

The Realand ComplexNumber Systems Extend and Use Properties

RIT Range: > 231
Determine whether an expression that is the combination of two 
rational/irrational numbers is rational or irrational itself.

For example, simplify ˆš18 as 3ˆš2.
Evaluate numerical radicalexpressionsandsimplify variable radical 
expressions by using the properties of exponents.
Evaluate numerical expressions with unit-fraction exponents or radicals, 
and convert between the two forms of representations.

RIT Range: 231 - 234 Properties of exponents

The Realand ComplexNumber Systems PerformOperations

RIT Range: < 160
Practice solving word problems by adding small numbers (numbers 10 or 
less).

StandardsAlignment

HSN-RN.B.3

HSN-RN.A.2

HSN-RN.A.1 | HSN-RN.A.2

HSN-RN.A.1 | HSN-RN.A.2

8.EE.A.1

StandardsAlignment

K.OA.A.2

Practice counting by tens.                                                                                            K.CC.A.1 Practice finding missing numbers in a list of numbers between 0 and 100.       K.CC.A.1 Practice solving word problems by subtracting small numbers (numbers 10 K.OA.A.2 or less).

RIT Range: 161-178
Practice solving problems like 34+5 and 34+50.                                                      1.NBT.C.4

Practice adding 3 numbers. All numbers in these problems are 20 or less. 1.OA.A.2

Practice adding. All numbers in these problems are 20 or less.                            1.OA.C.6

Practice adding and subtracting to solve word problems. Numbers used are 1.OA.A.1 20 or less.
Practice solving more challenging word problems with additionand                1.OA.A.1 subtraction. Numbers used are 20 or less.
Practice solving word problems by finding how many more (or fewer)            1.OA.A.1 objects there are. Numbers used are 20 or less.
Practice solving more word problems by finding how many more (or              1.OA.A.1 fewer) objects there are. Numbers used are 20 or less.

Practice solving problems like 34+1 and 34+10. Practice solving problems like 24 + 45.

© Northwest Evaluation Association October 2016

1.NBT.C.4 1.NBT.C.4

58

6+ | The Real and Complex Number Systems | Perform Operations | RIT 161-178

The Realand ComplexNumber Systems

PerformOperations	StandardsAlignment

RIT Range: 161-178

Practice breaking apart problems like 23+45 into problems like 20+40+3+5. 1.NBT.C.4

Practice finding missing numbers in a list of numbers between 0 and 120. 1.NBT.A.1

Practice addingnumbers like 45+8.

Practice solving word problems by finding how many more (or fewer) 
objects there are. Each problem shows a diagram to help you.

RIT Range: 179-191

Regrouping: two-digit numberminusone-digit number

1.NBT.C.4

1.OA.A.1

2.NBT.A.4

RIT Range: 179-191

Practice adding and subtracting numbers like 554 and 237 using a number  2.NBT.B.7 line. All numbers are less than 1000.

Practice adding two-digit numbers. All numbers in these problems are 100 2.NBT.B.5 or less.

Practice adding and subtracting to solve word problems. These questions  2.OA.A.1
are result unknown or change unknown problems. Numbers used are 100 
or less.

Practice solving word problems with addition and subtraction. These 
questions are comparison problems including difference unknown, smaller value unknown, and bigger value unknown. Numbers used are 100 or less.

Practice solving word problems with addition and subtraction. These questions are start unknown problems including add to and take from problems. Numbers used are 100 or less.

2.OA.A.1

2.OA.A.1

Practice solving more challenging addition and subtraction word problems 2.OA.A.1

with "more" and "fewer".€‹ Multi-step problems are also included. 

 Numbers used are 100 or less.

Practice adding and subtracting numbers like 54 and 37 using a number 
line. Numbers used in these problems are all less than 100.

Practice solving problems like 344+20 and 344+200.

Practice solving problems like 243 + 452.

Practice breaking apart big addition problems using place value. For 
example, 234+567 is the same as 200+500+30+60+4+7.

Find the total value when given an amount of coins or dollars.

© Northwest Evaluation Association October 2016

2.NBT.B.7

2.NBT.B.7

2.NBT.B.7

2.NBT.B.7

2.MD.C.8 | 2.NBT.A.2

59

Practice solving problems like "        - 45 = 27" where you have to figure out

the missing value in an addition or subtraction equation. Add and subtract lengths to solve word problems.

Practice adding 2-digit numbers like 43+27 that have sums that are 
multiples of 10.

© Northwest Evaluation Association October 2016

2.OA.A.1

2.OA.A.1

2.NBT.B.5

60

6+ | The Real and Complex Number Systems | Perform Operations | RIT 179-191

The Realand ComplexNumber Systems PerformOperations

RIT Range: 179-191
Practice adding two-digit numbers by making groups of ten.

StandardsAlignment

2.NBT.B.5

Practice telling which strategies work for adding two numbers within 100. 2.NBT.B.7

Practice counting by 100s.

Practice counting by 10s. Practice counting by 5s.
Read and interpret picture graphs.

Practice solving problems like 67-5 and 67-50.

Practice subtracting. All numbers in these problems are 20 or less.

Practice subtracting 2-digit numbers.

Practice subtracting 1, 10, or 100 from a number. Practice solving problems like 452 + 241.

Practice subtracting 1 or 10 from a 2-digit number (no regrouping).

Practice solving problems like 45 - 24.

RIT Range: 192 - 203 Basic division
Multiplying1-digitnumbers

RIT Range: 192-202

Practice adding three-digit numbers. All sums are 1000 or less.

Practice changing the grouping of factors in multiplication problems and 
see how it affects the product.

Divide by 1. Quotients are less than or equal to 10. Divide by 10. Quotients are less than or equal to 10. Divide by 2. Quotients are less than or equal to 10. Divide by 3. Quotients are less than or equal to 10. Divide by 4. Quotients are less than or equal to 10. Divide by 5. Quotients are less than or equal to 10. Divide by 6. Quotients are less than or equal to 10. Divide by 7. Quotients are less than or equal to 10.

© Northwest Evaluation Association October 2016

2.NBT.A.2

2.NBT.A.2 2.NBT.A.2 2.OA.A.1 2.NBT.B.5

2.NBT.B.5

2.NBT.B.5

2.NBT.B.7 2.NBT.B.7

2.NBT.B.5

2.NBT.B.5

3.OA.A.4 3.OA.A.4

3.NBT.A.2 | 4.NBT.B.4

3.OA.B.5

3.OA.C.7 3.OA.C.7 3.OA.C.7 3.OA.C.7 3.OA.C.7 3.OA.C.7 3.OA.C.7 3.OA.C.7

61

6+ | The Real and Complex Number Systems | Perform Operations | RIT 192-202

The Realand ComplexNumber Systems PerformOperations

RIT Range: 192-202

Divide by 8. Quotients are less than or equal to 10. Divide by 9. Quotients are less than or equal to 10.

Practice making groups of 10 and 100 while adding 3-digit numbers.

Use visual models to understand division.

StandardsAlignment

3.OA.C.7 3.OA.C.7

3.NBT.A.2

3.OA.A.2

Practice representing multiplication as equal groups, repeated addition, or 3.OA.A.1 arrays.
Multiply a 1-digit number by a multiple of 10.                                                         3.NBT.A.3 Solve word problems with multiples of ten. Decompose multiples of ten to 3.NBT.A.3
multiply. 

Multiply 0 or 1 times a number less than or equal to 10. Multiply 2 times a number less than or equal to 10. Multiply 3 times a number less than or equal to 10. Multiply 4 times a number less than or equal to 10. Multiply 5 times a number less than or equal to 10. Multiply 6 times a number less than or equal to 10. Multiply 7 times a number less than or equal to 10. Multiply 8 times a number less than or equal to 10.

3.OA.C.7 3.OA.C.7 3.OA.C.7 3.OA.C.7 3.OA.C.7 3.OA.C.7 3.OA.C.7
3.OA.C.7

Multiply 9 times a number less than or equal to 10.                                               3.OA.C.7 Practice skip counting to find a number on a number line with only two tick 3.OA.C.7
marks labeled. 

See the relationship between multiplication and division problems.
Find both the multiplication and division equation that can be used to 
solve a word problem.

3.OA.B.6

3.OA.B.6

Give your brain a workout with these challenge problems on rounding.           3.NBT.A.1
3.NBT.A.1
Practice rounding to the nearest ten and rounding to the nearest hundred 
on the number line.

Practice rounding to the nearest ten and rounding to the nearest hundred. 3.NBT.A.1

Subtract with 2 numbers less than 1000.
Solve two-step word problems with addition, subtraction, multiplication, 
and division. Some questions include estimation. 

RIT Range: 203-212 Understanding place value

© Northwest Evaluation Association October 2016

3.NBT.A.2 | 4.NBT.B.4

3.OA.D.8

4.NBT.A.1

62

6+ | The Real and Complex Number Systems | Perform Operations | RIT 203-212

The Realand ComplexNumber Systems PerformOperations

RIT Range: 203-212
Practice adding fractions that have denominators of 10 and 100. Add two fractions with the like denominators.
Practice adding three-digit numbers. All sums are 1000 or less.

StandardsAlignment

4.NF.C.5 4.NF.B.3
3.NBT.A.2 | 4.NBT.B.4

Practice solving multiplication and division wordproblems. Some problems 4.OA.A.2 haveremainders.

Learn to cancel zeros when dividing numbers like 3000 and 50.
Rewritemultiplicationequations as comparisons and comparisons as 
equations. 

Identify composite numbers less than 100.
Practice rewriting decimals as fractions. These problems use decimals with tenths and hundredths.
Practice rewriting fractionsas decimals. Fractions in these problems have 
denominators of 10 and 100.

Practice writing a fraction as a mixed number and vice versa.

Practice writing decimal numbers shown in grid diagrams.

Practice writing decimal numbers in word form and number form.

Graph tenths between 0 and 1 on the number line.

Graph hundredths between 0 and 0.1 on a number line.

Practice breaking apart (decomposing) some number of hundredths into     
tenths andhundredths.

Practice dividing 2-, 3-, and 4-digit numbers by a 1-digit number.

Practice finding remainders in division problems, like 247÷5.

4.NBT.B.6

4.OA.A.1

4.OA.B.4

4.NF.C.6

4.NF.C.6

4.NF.B.3

4.NF.C.6

4.NF.C.6

4.NF.C.6

4.NF.C.6

4.NF.C.5

4.NBT.B.6

4.NBT.B.6

Decompose 3- and 4-digit dividends to divide them by a 1-digit divisor. 4.NBT.B.6

Practice finding remainders in small division problems, like 24÷5.

Practice making equivalent fractions by multiplying the numerator and denominator by the same number.

Practice writing equivalent fractions with denominators of 10 and 100.

Practice writing equivalent fractions with denominators of 10 and 100. 
These problems give you pictures to help you find the answer.

Practice finding factor pairs for whole numbers.
Practice these problems to see how decimals and fractions can represent 
the samenumber.

Demonstrate understanding of factors and multiples.

© Northwest Evaluation Association October 2016

4.NBT.B.6

4.NF.A.1

4.NF.C.5

4.NF.C.5

4.OA.B.4

4.NF.C.6

4.OA.B.4

63

6+ | The Real and Complex Number Systems | Perform Operations | RIT 203-212

The Realand ComplexNumber Systems PerformOperations

RIT Range: 203-212

Solve word problems that involve converting between U.S. dollars and 

cents and converting U.S. dollars to other units of money, like pesos.     

Solve word problems to find what time an event occurred or how long an 

event lasted.

Practice breaking up big division problems into smaller, simpler problems. Multiply 2- or 3-digit numbers by 1-digit numbers. No regrouping.
Multiply 3- or 4-digit numbers by 1-digit numbers. Regrouping (carrying)     
needed.

StandardsAlignment

4.MD.A.2

4.MD.A.2

4.NBT.B.6 4.NBT.B.5

4.NBT.B.5

Multiply2-digit numbers by2-digit numbers. Regrouping (carrying) needed. 4.NBT.B.5
4.NBT.B.5
Multiply a 1-digit number by a multi-digit number by decomposing the 
multi-digit number.

Select the equation that can be used to solve a word problem. Practicemultiplicationproblemslike5x100=500.
Practice multiplication problems like 5x500=2500.

Use an area model to decompose factors and multiply.

Use an area model to decompose the larger factor and multiply.

Practice matching fraction diagrams to multiplication expressions.

Practice multiplying 2-digit multiples of 10, such as 50x70=3500.

Identify prime numbers less than 100.

Practice division problems that work out to multiples of ten. Example: 
1200 ÷ 30 = 40.

Practice rounding whole numbers to the nearest hundred or thousand. Solve a subtraction problem with two fractions with like denominators. Subtract with 2 numbers less than 1000.
Practice seeing how one whole-number-times-fraction problem is the same as another. Find equivalent multiplication expressions.

4.OA.A.1 4.NBT.B.5 4.NBT.B.5 4.NBT.B.5

4.NBT.B.5

4.NF.B.4

4.NBT.B.5

4.OA.B.4

4.NBT.B.6

4.NBT.A.3 4.NF.B.3
3.NBT.A.2 | 4.NBT.B.4

4.NF.B.4

Practice finding equivalent fractions. These problems show you pictures of 4.NF.A.1

fractions to help you out.
Practice solving division problems with 0s in the dividend (for example, 
204÷4).

Practice solving division problems with 0s in the solution, or quotient.

RIT Range: 213-219

Dividing whole numbers by unit fractions

© Northwest Evaluation Association October 2016

4.NBT.B.6

4.NBT.B.6

5.NF.B.7 | 5.NF.B.7b

64

6+ | The Real and Complex Number Systems | Perform Operations | RIT 213-219

The Realand ComplexNumber Systems PerformOperations

RIT Range: 213-219

Dividing unit fractions by whole numbers

Dividing unit fractions by whole numbers introduction Dividing whole numbers by unit fractions introduction Fractionmultiplication asscaling

RIT Range: 213-219
Add two numbers that are written to the ones, tenths, or hundredths 
place. 
Add two numbers that are either whole numbers or written to the tenths 
place value.

Practice addingfractionsthat have different denominators.
Practice addingandsubtracting mixed numbers with different 
denominators. No regroupingrequired.
Challenge problems involving adding and subtracting fractions that have unlike denominators.
Practice solving fraction additionand subtraction word problems. The 
fractions in these problemshave unlike denominators. Practice adding and subtracting mixed numbers with different denominators. Regroupingrequired.

Add tenths like 0.7 + 0.5
Add whole numbers and tenths like 4 + 5.7 Add larger numbers with tenths like 40.1+7.6
Add whole numbers, tenths, and hundredths like 60+2.57 or 5.53+3.1
Add more challenging whole numbers, tenths, and hundredths like 
5.7+4.51 or47.75+11.98

Add hundredths like 0.76+0.21
Divide numbers like 105÷21 or 119÷17
Divide two whole numbers to get a quotient with a decimal.
Divide a whole number by a number written to the tenths or hundredths 
place. Quotients arewholenumbers. 
Divide a whole number by a number written to the tenths or hundredths 
place. Quotients may include decimals.
Divide two numbers. Divisors, dividends, and quotients can include 
decimals written to the tenths or hundredths place.     

Divide numbers like 2400÷30.

© Northwest Evaluation Association October 2016

StandardsAlignment

5.NF.B.7 | 5.NF.B.7a 5.NF.B.7 | 5.NF.B.7a 5.NF.B.7 | 5.NF.B.7b 5.NF.B.5b

5.NBT.B.7

5.NBT.B.7

5.NF.A.1

5.NF.A.1

5.NF.A.1

5.NF.A.2

5.NF.A.1

5.NBT.B.7 5.NBT.B.7 5.NBT.B.7 5.NBT.B.7

5.NBT.B.7

5.NBT.B.7 5.NBT.B.6 5.NBT.B.7

5.NBT.B.7

5.NBT.B.7

5.NBT.B.7

5.NBT.B.6

65

6+ | The Real and Complex Number Systems | Perform Operations | RIT 213-219

The Realand ComplexNumber Systems PerformOperations

RIT Range: 213-219

Dividing whole numbers to get a decimal quotient like 15÷6=2.5

Dividing decimals by whole numbers like 2.5÷5 or 1.86÷2

StandardsAlignment

5.NBT.B.7

5.NBT.B.7

Dividing decimals where we can factor a 10 out of the divisor like 9÷30          5.NBT.B.7

Dividing larger whole numbers by whole numbers to get a decimal like 
80÷200

Dividing tenths by tenths like 0.6÷0.2.
Dividing numbers by 0.1 or 0.01 like 10÷0.1 or 5.3÷0.01

More challenging division with decimals like 14÷0.7 or 1.32÷0.12.

5.NBT.B.7

5.NBT.B.7 5.NBT.B.7

5.NBT.B.7

Divide 3-digit and 4-digit numbers by a 2-digit number without remainders. 5.NBT.B.6

Practice multiplying and dividing decimals by 10, 100, and 1000. For 
example, divide 31.4 by 100 to get 0.314.

Practice multiplying and dividing whole numbers by 10, 100, and 1000. Multiply 2-3 digits by 3-4 digits with carrying.
Multiply a whole number times a decimal written to the tenths or 
hundredths place. 
Multiply two numbers. Factors are written to the ones, tenths, or 
hundredths place. 

Practice multiplying two fractions. Practicemultiplyingmixednumbers.
Practice multiplying and dividing by powers of 10. Practice multiplying and dividing decimal numbers by 10. Multiply numbers like 900 x 1000
Multiply tenths like 0.6 x 0.4
Multiply decimals and whole numbers like 8x0.2 or 0.56x4

Multiply numbers with tenths and hundredths like 3.1x3.3 or 1.7x0.12

Solveand interpret fractionmultiplication word problems.

Practice evaluating powers of ten.
Round decimals and whole numbers to the nearest thousand, hundred, ten, one, tenth, or hundredth.

5.NBT.A.2

5.NBT.A.2 5.NBT.B.5

5.NBT.B.7

5.NBT.B.7

5.NF.B.4 5.NF.B.4 5.NBT.A.2 5.NBT.A.2 5.NBT.B.5 5.NBT.B.7 5.NBT.B.7

5.NBT.B.7

5.NF.B.6

5.NBT.A.2

5.NBT.A.4

Round decimals using number lines. Select numbers that round to a given 5.NBT.A.4 value.
Practice using a number line to round decimal numbers.                                      5.NBT.A.4

© Northwest Evaluation Association October 2016	66

6+ | The Real and Complex Number Systems | Perform Operations | RIT 213-219

The Realand ComplexNumber Systems PerformOperations

RIT Range: 213-219

Complete subtraction problems where both numbers are written to the 
hundredths place.     

Complete subtraction problems where both numbers are written to the 
tenths place.     

Practicesubtracting fractions that have different denominators.

Subtract tenths like 0.9-0.7

Subtract small whole numbers and tenths like 1.6-0.3

Subtract larger whole numbers and tenths like 78.4-3

Subtract trickier numbers with tenths like 56.8-17.9

Subtract hundredths like 0.75-0.56

Subtract small whole numbers, tenths, and hundredths like0.6-0.43 
or 1.58-0.5 

Subtract larger whole numbers, tenths, and hundredths like 67.89-6 
or 35.65-17.34

More challenging subtraction problemswith whole numbers, tenths, and 
hundredths like 15-7.45 or 12.19-7.68

Give the number of tens a number is being multiplied or divided by when 
the decimal is moved to the left or right.

Practice understanding that the fraction bar really means division.

Practice word problems that involve using the fractionbar as division.

Use area models, number lines, and tape diagrams to multiply a whole 
number times a fraction.

StandardsAlignment

5.NBT.B.7

5.NBT.B.7

5.NF.A.1

5.NBT.B.7

5.NBT.B.7

5.NBT.B.7

5.NBT.B.7

5.NBT.B.7

5.NBT.B.7

5.NBT.B.7

5.NBT.B.7

5.NBT.A.2

5.NF.B.3

5.NF.B.3

5.NF.B.4

Use area models and tape diagrams to multiply a fraction times a fraction. 5.NF.B.4

Practice addingand subtracting fractionsthat have different                               5.NF.A.1 denominators.Problemshavefractiondiagrams.

RIT Range: 220-223

Practice solving word problems by adding or subtracting decimal numbers. 6.NS.B.3

Practice adding two numbers that are written to the tenths, hundredths,      6.NS.B.3 or thousandthsplace.

Practice applying the distributive property to factor numerical expressions 6.NS.B.4 (no variables).

© Northwest Evaluation Association October 2016	67

Practice dividing decimal numbers using "long division".

Practice dividing fractions by fractions. No negative numbers are used in     
this exercise.

Practice solving word problems by dividing fractions by fractions.

© Northwest Evaluation Association October 2016

6.NS.B.3

6.NS.A.1

6.NS.A.1

68

6+ | The Real and Complex Number Systems | Perform Operations | RIT 220-223

The Realand ComplexNumber Systems PerformOperations

RIT Range: 220-223
Practice dividing multi-digit whole numbers. These problems use 
remainders.

Solve word problems where you either need to find the GCF or LCM. Find the greatest common factor of 2 or 3 integers.
Find the lcm (least common multiple) of pairs of integers.
Practice multiplying two numbers that are written to the tenths, 
hundredths, or thousandths place.
Practice subtracting two numbers that are written to the tenths, 
hundredths, orthousandths place.

Understanding dividing fractions by fractions

RIT Range: 224-227

Practice adding andsubtracting positive and negative fractions.

Practice subtracting positive and negative single-digit numbers.

Practice adding positive and negative single-digit numbers.

Practice solving word problems with negative numbers.

Practice comparing decimals, percents, fractions, and mixed numbers.

Practice simplifying complex fractions.

Practice converting a fraction to a decimal.
Practice dividing mixed numbers. Numbers in these problems may be positive or negative.
Practice raising positive and negative numbers (integers only) to whole number powers. Watch out for mischievous negative signs that aren't really part of the base!
Practice raising fractions to whole number powers. Fractions in these problems may be positive or negative.

Practice classifying numbers as whole, integer, rational, and irrational.
Practice finding the missing value in an addition or subtraction equation 
involving negativenumbers.

StandardsAlignment

6.NS.B.2

6.NS.B.4 6.NS.B.4 6.NS.B.4

6.NS.B.3

6.NS.B.3

6.NS.A.1

7.NS.A.1

7.NS.A.1

7.NS.A.1

7.NS.A.1

7.NS.A.2

7.NS.A.3

7.NS.A.2

7.NS.A.2

7.NS.A.2

7.NS.A.2

7.NS.A.3

7.NS.A.1

Practice solving addition and subtraction problems with negative numbers. 7.NS.A.1
7.NS.A.1
Practice plugging in values to evaluate negative number addition and 
subtraction expressions.

Practicemultiplyinganddividing integers.
Practice writing addition and subtraction equations to match number line 
diagrams.

© Northwest Evaluation Association October 2016

7.NS.A.2

7.NS.A.1

69

6+ | The Real and Complex Number Systems | Perform Operations | RIT 224-227

The Realand ComplexNumber Systems PerformOperations

RIT Range: 224-227
Practice identifying equivalent expressions involving the addition and subtraction of negative numbers.
Practicematching additionand subtractionequations to real-world 
scenarios.

StandardsAlignment

7.NS.A.1

7.NS.A.1

Practice matching situations to multiplication and division expressions and 7.NS.A.2 equations.
Practice evaluating expressions using the order of operations. Numbers        7.NS.A.2 used in these problems may be negative.
Practice determining whether the sum of two numbers is positive,                  7.NS.A.1
negative, or zero. 

Practice working through addition and subtraction problems using the number line.
Practice solvingchallengingnegative numberadditionandsubtraction 
problems. Number line models, variables, and absolute value come 
together to push your knowledge of negative numbers even deeper 
(maybe even below zero!).

RIT Range: > 231
Practice addition and subtractionwith complexnumbers.
Simplify expressions with base i (the imaginary unit) raised to a positive 
exponent.
Multiply complex numbers by single terms that are either real or pure 
imaginary.

Given two complex numbers, find their product.

Determine the real and the imaginary parts of complex numbers

Rewrite square roots of negative numbers as imaginary numbers.

Classify numbers as real, pure imaginary, or complex.

Determine the appropriate unit of a quantity based on a formula 
containing that quantity.

The Real and ComplexNumber Systems Ratios and ProportionalRelationships

RIT Range: 203-212
Multi-stepwordproblemswith whole numbers

7.NS.A.1

7.NS.A.1

HSN-CN.A.2

HSN-CN.A.1 | HSN-CN.A.2

HSN-CN.A.2

HSN-CN.A.2

HSN-CN.A.1

HSN-CN.A.1

HSN-CN.A.1

HSN-Q.A.1

StandardsAlignment

4.OA.A.3

RIT Range: 203-212

© Northwest Evaluation Association October 2016	70

6+ | The Real and Complex Number Systems | Ratios and Proportional Relationships | RIT203-212

The Realand ComplexNumber Systems

Ratios and ProportionalRelationships	StandardsAlignment

RIT Range: 203-212

Practice converting a US customary measure of volume to a smaller unit. 4.MD.A.1

Practice converting a metric measure of mass to a smaller unit.                         4.MD.A.1

Practice converting a US customary measure of length to a smaller unit. 4.MD.A.1

Practice converting a metric measure of volume to a smaller unit.

Practice converting a metric measure of length to a smaller unit.

4.MD.A.1

4.MD.A.1

Practice converting a US customary measure of mass to a smaller unit.

Practice estimating the volume of real life objects using US customary

4.MD.A.1

4.MD.A.1

Practice converting a measure of time to a smaller unit.

Solve word problems that involve converting between U.S. dollars and 
cents and converting U.S. dollars to other units of money, like pesos.     
Solve word problems to find what time an event occurred or how long an 
event lasted.
Practice estimating the length of an event using seconds, minutes, and hours.

4.MD.A.1

4.MD.A.2

4.MD.A.2

4.MD.A.1

RIT Range: 213-219

Solve word problems that involve converting between metric measures of 5.MD.A.1 distance, volume, and mass, as well as measures of time.

Convert between metric measures of distance, volume, and mass. Convert between US customary measures of distance, volume, and mass.
Solve word problems that involve converting between US customary 
measures of distance, volume, and mass.

RIT Range: 221 - 225 Units

RIT Range: 220-223
Example problem: Three different stores are offering a deal on pencils. 
Which store has the lowest price per pencil?
Find a percent of a quantity as a rate per 100; solve problems involving 
finding the whole, given a part and the percent.

Practice solving word problems involvingpercents.

Use rates to solve word problems. For example, Charlie can type 675 
words in 9 minutes. How many words can Charlie type in 13 minutes?

© Northwest Evaluation Association October 2016

5.MD.A.1 5.MD.A.1

5.MD.A.1

6.RP.A.3 | 6.RP.A.3d

6.RP.A.2 | 6.RP.A.3

6.RP.A.3

6.RP.A.3

6.RP.A.2 | 6.RP.A.3

71

6+ | The Real and Complex Number Systems | Ratios and Proportional Relationships | RIT220-223

The Realand ComplexNumber Systems Ratios and ProportionalRelationships

RIT Range: 220-223

Practice solving ratio word problems like, "If Ben reads 10 pages in 15 
minutes, how long does it take him to read 40 pages?"

StandardsAlignment

6.RP.A.3

Choose the ratio that goes with a picture of two quantities like apples and  6.RP.A.1
bananas. 

Practice filling out tables of equivalent ratios.

RIT Range: 224-227

Practice telling whether or not the relationship between two quantities is 
proportional by reasoning about equivalent ratios.

Practice telling whether or not the relationship between two quantities is 
proportional by looking at a graph of the relationship.

Practice setting up and solving proportions to solve word problems.

Practice solving word problems involving price discounts, taxes, and tip 
calculations.

Practice reading and analyzing graphs of proportional relationships.

Practice solving word problems involving price markups and commission 
fees.

Practicesolving basic proportions.

Practice computing rates associated with ratios of fractions or decimals.

Practicewriting proportions to describe real-worldsituations.

Practicewritingequationsto describe proportional relationships.

© Northwest Evaluation Association October 2016

6.RP.A.3

7.RP.A.2

7.RP.A.2

7.RP.A.3

7.RP.A.3

7.RP.A.2

7.RP.A.3

7.RP.A.3

7.RP.A.1 | 7.RP.A.2

7.RP.A.3

7.RP.A.2

72