All rights reserved. Please refer to the DesCartes Use Agreement for terms of use. Educational Standard: Common Core Mathematics K-12: 2010 Page 1 of 22 DesCartes: A Continuum of Learning® Mathematics RIT Score Range: < 161 Statements Last Updated: Sep 23, 2013 Goal: Number and Operations Skills and Concepts to Develop (50% Probability*) < 161 Skills and Concepts to Introduce (27% Probability*) 161 - 170 Understand Place Value, Counting, and Cardinality Understand Place Value, Counting, and Cardinality • Identifies whole numbers under 100 using base-10 blocks • Identifies the numerical and written name for whole numbers 11 to 20 (e.g., 15 is fifteen, and vice versa) • Identifies whole numbers under 100 using base-10 blocks • Identifies the numerical and written name for whole numbers 11 to 20 (e.g., 15 is fifteen, and vice versa) • Counts 1 to 10 objects • Identifies missing numbers in a series through 100 • Recognizes and generates equivalent forms for the same number using physical models for whole numbers 11 to 20 • Orders whole numbers less than 10 • Writes whole numbers in standard and expanded form through the tens Number and Operations in Base Ten Number and Operations in Base Ten • Uses models to calculate whole number sums through 99 • Adds 1-digit to multiple-digit number with no regrouping • Adds 1-digit to multiple-digit number with regrouping • Uses models to calculate whole number sums through 99 • Adds multiple 1-digit numbers • Uses strategies for addition facts (e.g., compatible numbers, counting on, doubles, neighbors, making tens) • Adds 1-digit to multiple-digit number with no regrouping • Adds 1-digit to multiple-digit number with regrouping • Adds 2-digit numbers with no regrouping • Subtracts two 1-digit numbers horizontally • Subtracts a 2-digit number from a 2-digit number, with no regrouping Number and Operations - Fractions Number and Operations - Fractions New Vocabulary: None New Signs and Symbols: None New Vocabulary: None New Signs and Symbols: + addition, = is equal to, × multiplication, variable

Explanatory Notes * At the range mid-point, this is the probability students would correctly answer items measuring these concepts and skills. Both data from test items and review by NWEA curriculum specialists are used to place Learning Continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version. Generated 10/2/13, 9:40:10 AM © 2006-2013 Northwest Evaluation Association. All rights reserved. Please refer to the DesCartes Use Agreement for terms of use.

All rights reserved. Please refer to the DesCartes Use Agreement for terms of use. Educational Standard: Common Core Mathematics K-12: 2010 Page 2 of 22 DesCartes: A Continuum of Learning® Mathematics RIT Score Range: 161 - 170 Statements Last Updated: Sep 23, 2013 Goal: Number and Operations Skills and Concepts to Enhance (73% Probability*) < 161 Skills and Concepts to Develop (50% Probability*) 161 - 170 Skills and Concepts to Introduce (27% Probability*) 171 - 180 Understand Place Value, Counting, and Cardinality Understand Place Value, Counting, and Cardinality Understand Place Value, Counting, and Cardinality • Identifies whole numbers under 100 using base-10 blocks • Identifies the numerical and written name for whole numbers 11 to 20 (e.g., 15 is fifteen, and vice versa) • Identifies whole numbers under 100 using base-10 blocks • Identifies the numerical and written name for whole numbers 11 to 20 (e.g., 15 is fifteen, and vice versa) • Counts 1 to 10 objects • Identifies missing numbers in a series through 100 • Recognizes and generates equivalent forms for the same number using physical models for whole numbers 11 to 20 • Orders whole numbers less than 10 • Writes whole numbers in standard and expanded form through the tens • Identifies whole numbers 100 - 999 using base-10 blocks • Identifies the numerical and written name for whole numbers 21 to 100 (e.g., 62 is sixty-two, and vice versa) • Identifies the numeral and written name for whole numbers 101 to 999 (e.g., 342 is three hundred forty-two, and vice versa) • Identifies missing numbers in a series through 100 • Counts backwards from a given number (given number greater than 10) • Recognizes and generates equivalent forms for the same number using physical models for whole numbers 11 to 20 • Compares sets of objects and identifies which is equal to, more than, or less than the other (1 to 10 objects) • Compares whole numbers through 999 • Counts objects that are grouped into tens and ones • Identifies the place value and value of each digit in whole numbers through the tens place Number and Operations in Base Ten Number and Operations in Base Ten Number and Operations in Base Ten • Uses models to calculate whole number sums through 99 • Adds 1-digit to multiple-digit number with no regrouping • Adds 1-digit to multiple-digit number with regrouping • Uses models to calculate whole number sums through 99 • Adds multiple 1-digit numbers • Uses strategies for addition facts (e.g., compatible numbers, counting on, doubles, neighbors, making tens) • Adds 1-digit to multiple-digit number with no regrouping • Adds 1-digit to multiple-digit number with regrouping • Adds 2-digit numbers with no regrouping • Subtracts two 1-digit numbers horizontally • Subtracts a 2-digit number from a 2-digit number, with no regrouping • Uses models to calculate whole number sums through 999 • Uses strategies for addition facts (e.g., compatible numbers, counting on, doubles, neighbors, making tens) • Adds two or three 2-digit number with regrouping • Adds 1- and/or 2-digit numbers with sums under 100 • Adds 3-digit numbers with no regrouping • Adds 3-digit numbers, with regrouping, with sums under 1000 • Subtracts a 2-digit number from a 2-digit number, with no regrouping • Subtracts 2- and/or 3-digit numbers with no regrouping Number and Operations - Fractions Number and Operations - Fractions Number and Operations - Fractions • Represents 1/2 with a diagram or model • Represents 1/4 with a diagram or model • Identifies one-half from a region or set New Vocabulary: None New Signs and Symbols: None New Vocabulary: None New Signs and Symbols: + addition, = is equal to, × multiplication, variable New Vocabulary: fourth, hundred, thirds, thousand New Signs and Symbols: None

Explanatory Notes * At the range mid-point, this is the probability students would correctly answer items measuring these concepts and skills. Both data from test items and review by NWEA curriculum specialists are used to place Learning Continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version. Generated 10/2/13, 9:40:10 AM © 2006-2013 Northwest Evaluation Association. All rights reserved. Please refer to the DesCartes Use Agreement for terms of use.

All rights reserved. Please refer to the DesCartes Use Agreement for terms of use. Educational Standard: Common Core Mathematics K-12: 2010 Page 3 of 22 DesCartes: A Continuum of Learning® Mathematics RIT Score Range: 171 - 180 Statements Last Updated: Sep 23, 2013 Goal: Number and Operations Skills and Concepts to Enhance (73% Probability*) 161 - 170 Skills and Concepts to Develop (50% Probability*) 171 - 180 Skills and Concepts to Introduce (27% Probability*) 181 - 190 Understand Place Value, Counting, and Cardinality Understand Place Value, Counting, and Cardinality Understand Place Value, Counting, and Cardinality • Identifies whole numbers under 100 using base-10 blocks • Identifies the numerical and written name for whole numbers 11 to 20 (e.g., 15 is fifteen, and vice versa) • Counts 1 to 10 objects • Identifies missing numbers in a series through 100 • Recognizes and generates equivalent forms for the same number using physical models for whole numbers 11 to 20 • Orders whole numbers less than 10 • Writes whole numbers in standard and expanded form through the tens • Identifies whole numbers 100 - 999 using base-10 blocks • Identifies the numerical and written name for whole numbers 21 to 100 (e.g., 62 is sixty-two, and vice versa) • Identifies the numeral and written name for whole numbers 101 to 999 (e.g., 342 is three hundred forty-two, and vice versa) • Identifies missing numbers in a series through 100 • Counts backwards from a given number (given number greater than 10) • Recognizes and generates equivalent forms for the same number using physical models for whole numbers 11 to 20 • Compares sets of objects and identifies which is equal to, more than, or less than the other (1 to 10 objects) • Compares whole numbers through 999 • Counts objects that are grouped into tens and ones • Identifies the place value and value of each digit in whole numbers through the tens place • Identifies the numeral and written name for whole numbers 101 to 999 (e.g., 342 is three hundred forty-two, and vice versa) • Identifies the numeral and written name for whole numbers to 1000 to 9999 (e.g., 3456 is three thousand, four hundred fifty-six, and vice versa) • Identifies the numeral and written name for whole numbers 10,000 to 100,000 • Compares whole numbers through 999 • Rounds 2- and 3- digit whole numbers to the nearest ten • Rounds 3-digit whole numbers to the nearest hundred • Counts objects that are grouped into tens and ones • Identifies whole numbers under 100 given place value terms (e.g., 3 tens and 4 ones = 34) • Identifies the place value and value of each digit in whole numbers through the tens place • Identifies the place value and value of each digit in whole numbers through the hundreds place • Identifies the place value and value of each digit in whole numbers through the thousands • Identifies the place value and value of each digit in whole numbers through the hundred thousands • Compares and orders decimals to the hundredths place (same number of digits after decimal) Number and Operations in Base Ten Number and Operations in Base Ten Number and Operations in Base Ten • Uses models to calculate whole number sums through 99 • Adds multiple 1-digit numbers • Uses strategies for addition facts (e.g., compatible numbers, counting on, doubles, neighbors, making tens) • Adds 1-digit to multiple-digit number with no regrouping • Adds 1-digit to multiple-digit number with regrouping • Adds 2-digit numbers with no regrouping • Subtracts two 1-digit numbers horizontally • Subtracts a 2-digit number from a 2-digit number, with no regrouping • Uses models to calculate whole number sums through 999 • Uses strategies for addition facts (e.g., compatible numbers, counting on, doubles, neighbors, making tens) • Adds two or three 2-digit number with regrouping • Adds 1- and/or 2-digit numbers with sums under 100 • Adds 3-digit numbers with no regrouping • Adds 3-digit numbers, with regrouping, with sums under 1000 • Subtracts a 2-digit number from a 2-digit number, with no regrouping • Subtracts 2- and/or 3-digit numbers with no regrouping • Adds two or three 2-digit number with regrouping • Adds 3-digit numbers, with regrouping, with sums under 1000 • Performs mental computation with 2, 3, or 4 addends • Adds two 3- and/or 4-digit numbers, with regrouping, with sums over 1000 • Adds multiple-digit numbers, with regrouping, with sums over 1000 • Uses models to calculate differences through 100 (whole numbers) • Subtracts a 2-digit number from a 2-digit number, with regrouping • Uses strategies for sums and differences with 2-digit numbers (e.g., decomposing, compatible, compensation, partial sums, counting on) • Subtracts 2- and/or 3-digit numbers with no regrouping • Subtracts 3- or 4-digit numbers with regrouping • Performs mental subtraction with numbers under 1000 • Subtracts multiple-digit numbers with no regrouping • Multiplies a 2-digit number by a 1-digit number with regrouping • Multiplies a 2-digit number by a 2-digit number with no regrouping