Question Block 1

Unsure what we're asking? No problem. Select "Unsure" and we'll give you a couple of questions in a Quick Check guide to work through with your student so you can select "Yes" or "Not Yet".

For the question(s) you selected "Unsure", follow these steps:

Download and print the Quick Check PDF for Student and Instructor.
Have student complete the appropriate sections while you observe.
Use the Instructor portion of the Quick Check as a guide.
Answer the following questions

1.1

Can my student read and write numerals from 0 to 9?

1.2

Does my student have one-to-one correspondence (e.g., the numeral 7 represents seven objects)?

1.3

Do I think my student is ready to start formal instruction?

Question Block 2

Unsure what we're asking? Click "Show Example" to see what we're talking about. Still not sure? No problem. Select "Unsure" and we'll give you a couple of questions in a Quick Check guide to work through with your student so you can select "Yes" or "Not Yet".

For the question(s) you selected "Unsure", follow these steps:

Download and print the Quick Check PDF for Student and Instructor.
Have student complete the appropriate sections while you observe.
Use the Instructor portion of the Quick Check as a guide.
Answer the following questions

2.1

Can my student confidently solve word problems involving addition and subtraction?

Would they be able to solve a problem like this one?

Denise found 18 beetles outside on Tuesday. On Wednesday she found only 9. How many fewer did she find on Wednesday?

2.2

Can my student reword a subtraction problem to make it into a question about addition?

Would they be able to change 7 − 3 = ? to 3 + ? = 7?

2.3

Can my student immediately give the correct answers to all single-digit addition and subtraction problems?

Would they be able to immediately recall that 7 + 8 = 15 from memory without counting or using objects?

Question Block 3

Unsure what we're asking? Click "Show Example" to see what we're talking about. Still not sure? No problem. Select "Unsure" and we'll give you a couple of questions in a Quick Check guide to work through with your student so you can select "Yes" or "Not Yet".

For the question(s) you selected "Unsure", follow these steps:

Download and print the Quick Check PDF for Student and Instructor.
Have student complete the appropriate sections while you observe.
Use the Instructor portion of the Quick Check as a guide.
Answer the following questions

3.1

Does my student have a strong understanding of place value?

Would they be able to explain that the 6 in 167 represents six tens?

3.2

Can my student correctly add and subtract multi-digit numbers (including those which require regrouping)?

Would they be able to add 147 to 385 using only a pencil and paper without counting or using other objects?

3.3

Can my student explain how regrouping (a.k.a. "carrying" or "borrowing") works using the language of place value?

If they solved 147 + 385 using only a pencil and paper, would they be able to explain why they wrote a "1" above the "4"?

(i.e. "When there are more than 9 in the units or ones place, 10 of them have to be regrouped as 1 ten in the tens place")

3.4

Can my student confidently solve word problems involving multiple-digit addition and subtraction?

Would they be able to solve a problem like this one?

Roberto's book has 235 pages. He has read 167 pages. How many pages does he still have to read?

Question Block 4

Unsure what we're asking? Click "Show Example" to see what we're talking about. Still not sure? No problem. Select "Unsure" and we'll give you a couple of questions in a Quick Check guide to work through with your student so you can select "Yes" or "Not Yet".

For the question(s) you selected "Unsure", follow these steps:

Download and print the Quick Check PDF for Student and Instructor.
Have student complete the appropriate sections while you observe.
Use the Instructor portion of the Quick Check as a guide.
Answer the following questions

4.1

Does my student understand multiplication in terms of repeated addition and in geometric (i.e. rectangular area) terms?

Would they be able to express 3 × 4 as 3 + 3 + 3 + 3 (repeated addition)?

Would they also be able to identify the multiplication problem this rectangle (3 × 4 geometric area) represents?

4.2

Can my student immediately give the correct answers to all single-digit multiplication problems?

Would they be able to immediately recall that 7 × 8 = 56 from memory without counting or using objects?

4.3

Can my student explain why we can break multiple-digit multiplication problems into smaller parts (partial products)?

Would they be able to explain that 13 × 12 is the same as (13 × 10) + (13 × 2)?

4.4

Can my student confidently solve word problems involving multiplication?

Would they be able to solve a problem like this one?

Ava reads her favorite series of books for 2 hours each day for a week. How many hours did she read in the whole week?

Question Block 5

Unsure what we're asking? Click "Show Example" to see what we're talking about. Still not sure? No problem. Select "Unsure" and we'll give you a couple of questions in a Quick Check guide to work through with your student so you can select "Yes" or "Not Yet".

For the question(s) you selected "Unsure", follow these steps:

Download and print the Quick Check PDF for Student and Instructor.
Have student complete the appropriate sections while you observe.
Use the Instructor portion of the Quick Check as a guide.
Answer the following questions

5.1

Can my student rewrite a division problem to make it into a question about multiplication?

Would they be able to change 56 ÷ 7 = ? to 7 × ? = 56?

5.2

Can my student explain in what situations it makes sense to separate a remainder?

In a word problem such as, “How many cars are needed for 10 people if 4 people fit in each car,” would they be able to explain that the remainder of 2 means a third car is needed and no car will be cut into pieces?

5.3

Does my student understand division in terms of how many groups of one number can be counted out of another?

Would they be able to express 16 ÷ 4 as how many groups of 4 can be counted out of 16?

5.4

Can my student divide multiple-digit numbers with remainders?

Would they be able to divide 8,793 by 31 using only pencil and paper and write the answer as 283 r. 20?

5.5

Can my student confidently solve word problems involving division?

Would they be able to solve a problem like this one?

Logan’s driveway is 363 feet long. How many yards long is the driveway?

Question Block 6

Unsure what we're asking? Click "Show Example" to see what we're talking about. Still not sure? No problem. Select "Unsure" and we'll give you a couple of questions in a Quick Check guide to work through with your student so you can select "Yes" or "Not Yet".

For the question(s) you selected "Unsure", follow these steps:

Download and print the Quick Check PDF for Student and Instructor.
Have student complete the appropriate sections while you observe.
Use the Instructor portion of the Quick Check as a guide.
Answer the following questions

6.1

Does my student understand the relationship between the numerator, the denominator, and the overall value of a fraction?

Would they be able to explain that $\frac{2}{3}$ represents 2 of 3 parts of one unit?

Would they be able to explain that $\frac{2}{3}$ is larger than $\frac{2}{4}$ ?

6.2

Can my student fluently add, subtract, multiply, and divide fractions with different denominators?

Would they be able to subtract $\frac{1}{3} - \frac{1}{4} = \frac{1}{12}$ ?

Would they be able to divide $\frac{11}{6} \div \frac{3}{4} = \frac{22}{9}$ ?

6.3

Can my student confidently solve word problems involving fractions?

Would they be able to solve a problem like this one?

Layla cuts a plywood square that is $11 \frac{5}{8}$ inches on each side. What is the area of the square?

Question Block 7

Unsure what we're asking? Click "Show Example" to see what we're talking about. Still not sure? No problem. Select "Unsure" and we'll give you a couple of questions in a Quick Check guide to work through with your student so you can select "Yes" or "Not Yet".

For the question(s) you selected "Unsure", follow these steps:

Download and print the Quick Check PDF for Student and Instructor.
Have student complete the appropriate sections while you observe.
Use the Instructor portion of the Quick Check as a guide.
Answer the following questions

7.1

Can my student fluently add, subtract, multiply, and divide decimals (decimal fractions)?

Would they be able to solve 16.51 ÷ 2.54?

7.2

Can my student correctly convert between fractions, decimal fractions, and percentages?

Would they be able to convert $\frac{1}{2}$ to 0.5 to 50%?

7.3

Can my student confidently solve word problems involving decimal fractions?

Would they be able to solve a problem like this one?

Elijah worked 22.5 hours each week for three weeks and 15.75 hours the fourth week. How many hours did he work total?

Question Block 8

Unsure what we're asking? Click "Show Example" to see what we're talking about. Still not sure? No problem. Select "Unsure" and we'll give you a couple of questions in a Quick Check guide to work through with your student so you can select "Yes" or "Not Yet".

For the question(s) you selected "Unsure", follow these steps:

Download and print the Quick Check PDF for Student and Instructor.
Have student complete the appropriate sections while you observe.
Use the Instructor portion of the Quick Check as a guide.
Answer the following questions

8.1

Can my student describe the difference between negative and positive numbers using concrete examples?

Would they be able to explain that −22.5 meters above sea level is the same as 22.5 meters below sea level?

8.2

Can my student fluently add, subtract, multiply, and divide both positive and negative numbers (including fractions)?

Would they be able to multiply $(\frac{3}{5}) (- 5 \frac{4}{5})$ ?

Would they also be able to divide −3.48 by 0.6?

8.3

Can my student evaluate positive whole-number exponents, and does my student understand that the exponent represents the number of times the base is used as a factor?

Would they be able to express 5⁴ as 5 × 5 × 5 × 5 = 625?

8.4

Can my student explain the relationship between radicals (square roots) and exponents, and can they work with expressions containing radicals?

Would they be able to explain that $\sqrt{25} = 5$ because $5^{2} = 25$ ?

8.5

Is my student proficient in solving one-variable equations that may include applying the order of operations to expressions with multiple operations, exponents, and groupings?

Would they be able to solve 2x(−8 − 4) + 3² = −5x(2³) − 7 for x and explain each step?

Question Block 9

Unsure what we're asking? Click "Show Example" to see what we're talking about. Still not sure? No problem. Select "Unsure" and we'll give you a couple of questions in a Quick Check guide to work through with your student so you can select "Yes" or "Not Yet".

For the question(s) you selected "Unsure", follow these steps:

Download and print the Quick Check PDF for Student and Instructor.
Have student complete the appropriate sections while you observe.
Use the Instructor portion of the Quick Check as a guide.
Answer the following questions

9.1

Can my student represent linear equations on a graph?

Would they be able to accurately graph the linear equation 2x − y = −8?

9.2

Can my student identify the slope and intercept of a linear equation?

Given the linear equation 2x − y = −8, would they be able to identify the slope as 2 and the y-intercept as 8?

9.3

Can my student write the linear equation represented by a line on a graph?

Given this graph, would they be able to identify the slope as −3, the y-intercept as 2, and generate the equation y = −3x + 2?

9.4

Can my student solve two-variable systems of equations (simultaneous equations)?

Would they be able to accurately solve x − y = 5 and 2x + y = 7 for both x and y by graphing, substitution, and elimination?

9.5

Can my student solve quadratic equations with rational roots by factoring?

Would they be able to solve 2x² + 9x + 20 = 16 for x?

9.6

Can my student perform basic arithmetic with binomial and quadratic expressions?

Would they be able to divide (4x² −4x − 3) by (2x + 1) and find 2x − 3?

Question Block 10

Unsure what we're asking? Click "Show Example" to see what we're talking about. Still not sure? No problem. Select "Unsure" and we'll give you a couple of questions in a Quick Check guide to work through with your student so you can select "Yes" or "Not Yet".

For the question(s) you selected "Unsure", follow these steps:

Download and print the Quick Check PDF for Student and Instructor.
Have student complete the appropriate sections while you observe.
Use the Instructor portion of the Quick Check as a guide.
Answer the following questions

10.1

Can my student use equations to find the volume and surface area of various solids?

Would they be able to find the volume of the solid shown below?

r = 4 in
height of the cylinder = 10 in
height of the cone = 12 in

10.2

Can my student use triangle postulates and theorems to demonstrate congruency and similarity?

Would they be able to use the following diagram to prove that triangle △ABO is congruent to triangle △CDO?

Given: ABCD is a rhombus
AC ⊥ DB
O is midpoint of BD

10.3

Can my student use parallel line postulates and theorems to find measures of unlabeled angles?

Given the measure of ∠7 in the diagram below, would they be able to determine the measure of ∠6 and explain why?

Given: $\overset{\leftrightarrow}{R S}$ is not parallel to $\overset{\leftrightarrow}{V T}$
∠1 ≅ ∠3

10.4

Can my student use regular polygon postulates and theorems to find measures of unlabeled angles?

Given the measure of ∠QRV in the regular polygon below, would they be able to determine the measure of ∠QVR?

Question Block 11

Unsure what we're asking? Click "Show Example" to see what we're talking about. Still not sure? No problem. Select "Unsure" and we'll give you a couple of questions in a Quick Check guide to work through with your student so you can select "Yes" or "Not Yet".

For the question(s) you selected "Unsure", follow these steps:

Download and print the Quick Check PDF for Student and Instructor.
Have student complete the appropriate sections while you observe.
Use the Instructor portion of the Quick Check as a guide.
Answer the following questions

11.1

Can my student work with multi-degree rational expressions?

Would they be able to divide $\frac{(x^{3} - x)}{(2 x^{2} + 12 x + 18)} \div \frac{(x^{2} + 2 x + 1)}{(x^{3} - 9 x)}$ ?

11.2

Can my student solve quadratic equations with irrational or complex roots by completing the square?

Would they be able to solve x² + 8x − 10 = 0 by first rewriting the equation to get (x + 4)² = 26 and then finding both roots without using a calculator or the quadratic formula?

11.3

Can my student use discriminants and an understanding of the quadratic formula to predict the nature of the solutions to a quadratic equation?

Would they be able to predict whether the roots to 7x² − 3x = 20 will be real or complex, rational or irrational, and equal or unequal without using a calculator or solving the equation?

11.4

Can my student understand and apply the binomial theorem?

Would they be able to predict what the third term of (x − 2)⁶ will be and how many terms there will be in all without fully expanding the expression?

Question Block 12

Unsure what we're asking? Click "Show Example" to see what we're talking about. Still not sure? No problem. Select "Unsure" and we'll give you a couple of questions in a Quick Check guide to work through with your student so you can select "Yes" or "Not Yet".

For the question(s) you selected "Unsure", follow these steps:

Download and print the Quick Check PDF for Student and Instructor.
Have student complete the appropriate sections while you observe.
Use the Instructor portion of the Quick Check as a guide.
Answer the following questions

12.1

Can my student convert easily between radian and degree measure?

Would they be able to express 240° as a number of radians without using a calculator?

12.2

Can my student convert polar equations to rectangular equations and vice versa?

Would they be able to convert r²sin(2θ) = 8 to a rectangular equation (i.e. xy = 4)?

12.3

Can my student identify parts of a quadratic function responsible for translation, direction, and amplitude?

Given y = −2x² + 4x + 3, would they be able to predict that the graph will be a parabola, that the negative sign indicates that the vertex will be at the top of the curve, and that the curve will be steeper than the curve for y = −x²?

12.4

Can my student identify parts of a trigonometric function responsible for amplitude, translation, and period?

Given y = 2sin(4x) + 3, would they be able to predict that the 2 indicates the amplitude, that the 3 indicates the vertical translation, and would they be able to use the 4 to find the period $(\frac{π}{2})$ ?

12.5

Can my student work with expressions which contain trigonometric functions, logarithms, radical expressions, irrational numbers, and/or complex numbers?

Would they be able to evaluate the expression $(- 3 i) (5 \sqrt{- 81})$ as equal to 135?

Would they also be able to rewrite the expression log_x36 = 2 as x² = 36?

Question Block 13

Unsure what we're asking? Click "Show Example" to see what we're talking about. Still not sure? No problem. Select "Unsure" and we'll give you a couple of questions in a Quick Check guide to work through with your student so you can select "Yes" or "Not Yet".

For the question(s) you selected "Unsure", follow these steps:

Download and print the Quick Check PDF for Student and Instructor.
Have student complete the appropriate sections while you observe.
Use the Instructor portion of the Quick Check as a guide.
Answer the following questions

13.1

Can my student differentiate equations?

Would they be able to find $\frac{d w}{d x}$ given w = xe^2x?

13.2

Can my student apply the Chain Rule?

Would they be able to find $\frac{d y}{d x}$ given y = 2 − 3u² and u = 3x?

13.3

Can my student integrate equations?

Would they be able to integrate $\int 2 x (3 - x^{2}) d x$ ?

13.4

Can my student apply the Mean Value Theorem and L’Hôpital’s Rule?

Would they be able to evaluate $\lim_{x \to \infty} \frac{3 x + \sin (x)}{2 x}$ ?

Would they be able to find a value of c which satisfies the MVT for f(x) = x² + 2x + 2 on [0,1]?

13.5

Can my student solve differential equations?

Would they be able to solve $\frac{d y}{d x}$ cos(3x) = sin(3x) for x?

Would they be able to solve e^w = e^2w for the particular case where y[ln(2)] = 5?

Question Block 14

For the question(s) you selected "Unsure", follow these steps:

Download and print the Quick Check PDF for Student and Instructor.
Have student complete the appropriate sections while you observe.
Use the Instructor portion of the Quick Check as a guide.
Answer the following questions