Item ID Number: 30001700
Directions:
Passage or Graphic:

Stem:How many?
Option A. 12
Option B. 16
Option C. 17
Option D. 18
Option E. 20
Key: C
RIT Range: 160 Goal 2.1.1
Copyright Info:
Idaho Content Alignment: 297.01b
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Whole Numbers
Learning Cont. Bullet #: 1
Learning Cont. Page #: 1
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30001710
Directions:
Passage or Graphic: 9 10 12 13 14 15 16 17
Stem:What is missing?
Option A.13
Option B.18
Option C. 11
Option D. 17
Option E. 12
Key: C
RIT Range: 160 Goal 2.1.1
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Whole Numbers
Learning Cont. Bullet #: 2
Learning Cont. Page #: 1
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30001720
Directions:
Passage or Graphic:

Stem:What is third?
Option A. rock
Option B. cap
Option C. vase
Option D. ball
Option E. mug
Key: D
RIT Range:160 Goal 2.1.2
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Whole Numbers
Learning Cont. Bullet #: 3
Learning Cont. Page #: 1
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30001730
Directions:
Passage or Graphic:

Stem:What part is shaded?
Option A.
Option B.
Option C.
Option D.
Option E.
Key: C
RIT Range: 170 Goal 2.2.3
Copyright Info:
Idaho Content Alignment: 297.01d
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Fractions
Learning Cont. Bullet #: 1
Learning Cont. Page #: 1
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30001740
Directions:
Passage or Graphic:

1 2 3 4 5
Stem:Which pie has 3 equal parts?
Option A. 1
Option B. 2
Option C. 3
Option D. 4
Option E. 5
Key: B
RIT Range: 170 Goal 2.2.3
Copyright Info:
Idaho Content Alignment: 297.01d
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Fractions
Learning Cont. Bullet #: 2
Learning Cont. Page #: 1
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30001750
Directions:Put the numbers in order.
Passage or Graphic:
8
6 7
Stem:
Option A. 6, 8, 7
Option B. 7, 6, 8
Option C. 8, 6, 7
Option D. 7, 8, 6
Option E. 6, 7, 8
Key: E
RIT Range: 160 Goal 2.4
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Ordering, Equalities, and Inequalities
Learning Cont. Bullet #: 1
Learning Cont. Page #: 1
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30001760
Directions:
Passage or Graphic: ____, 60, 61, 62, 63, 64, 65, 66, 68, 69, ____
Stem:What are the missing numbers?
Option A. 55, 75
Option B. 56, 72
Option C. 49, 80
Option D. 59, 70
Option E. 45, 70
Key: D
RIT Range: 170 Goal 2.4
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Whole Numbers
Learning Cont. Bullet #: 1
Learning Cont. Page #: 1
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30001770
Directions:
Passage or Graphic:
Stem:What number is 10 less than 58?
Option A. 38
Option B. 48
Option C. 50
Option D. 68
Option E. 57
Key: B
RIT Range: 170 Goal 1.1.2
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Whole Numbers
Learning Cont. Bullet #: 2
Learning Cont. Page #: 1
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30001780
Directions:
Passage or Graphic:










Stem:What number does this show?
Option A. 46
Option B. 53
Option C. 22
Option D. 36
Option E. 16
Key: A
RIT Range: 170 Goal 2.6
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Whole Numbers
Learning Cont. Bullet #: 3
Learning Cont. Page #: 1
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30001790
Directions:
Passage or Graphic:
/ / / /
1 / 2 / 3 / 4 / 5
Stem:Which shows ½ of a pizza?
Option A. 1
Option B. 2
Option C. 3
Option D. 4
Option E. 5
Key: B
RIT Range: 170 Goal 2.2.3
Copyright Info:
Idaho Content Alignment: 297.01d
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Fractions
Learning Cont. Bullet #: 1
Learning Cont. Page #: 1
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30001800
Directions:
Passage or Graphic: 247
Stem:What is the value of the 4 in this number?
Option A. 4
Option B. 400
Option C. 40,000
Option D. 40
Option E. 4,000
Key: D
RIT Range: 170 Goal 2.6
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Place Value
Learning Cont. Bullet #: 1
Learning Cont. Page #: 1
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30001810
Directions:Put the numbers in order from least to greatest.
Passage or Graphic: 78, 46, 87, 54
Stem:
Option A. 54, 78, 46, 87
Option B. 46, 54, 87, 78
Option C. 54, 46, 78, 87
Option D. 46, 54, 78, 87
Option E. 87, 78, 46, 54
Key: D
RIT Range: 170 2.4
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Ordering, Equalities, and Inequalities
Learning Cont. Bullet #: 1
Learning Cont. Page #: 1
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30001820
Directions:




1 2 3 4 5
Passage or Graphic:
Stem:Which set has more than the others?
Option A. 5
Option B. 4
Option C. 3
Option D. 2
Option E. 1
Key: B
RIT Range: 180 2.16
Copyright Info:
Idaho Content Alignment: 298.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Whole Numbers
Learning Cont. Bullet #: 1
Learning Cont. Page #: 1
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30001830
Directions:
Passage or Graphic: 16, 26, ____, 46, 56, 66, ____, 86
Stem:What are the missing numbers?
Option A. 27, 67
Option B. 30, 70
Option C. 36, 76
Option D. 28, 68
Option E. 40, 80
Key: C
RIT Range: 180 Goal 2.1.1
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Whole Numbers
Learning Cont. Bullet #: 2
Learning Cont. Page #: 1
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30001840
Directions:
Passage or Graphic:
Stem:Which is a true statement?
Option A. 86 > 72
Option B. 96 > 97
Option C. 63 > 59
Option D. 41 < 46
Option E. 19 = 29
Key: A
RIT Range: 180 Goal 2.13
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Whole Numbers
Learning Cont. Bullet #: 3
Learning Cont. Page #: 1
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30001850
Directions:
Passage or Graphic:
Stem:Which of these are only odd numbers?
Option A. 2, 4, 6, 8
Option B. 12, 14, 16, 18
Option C. 11, 13, 15, 17
Option D. 11, 14, 16, 19
Option E. 17, 19, 22, 24
Key: C
RIT Range: 180 Goal 2.1.3
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Whole Numbers
Learning Cont. Bullet #: 1
Learning Cont. Page #: 2
Idaho Falls Content Alignment: grade 2 #14
Item Entry Complete: Y
Item ID Number: 30001860
Directions:
Passage or Graphic:
, 6, 8, , 12, 14, , , 20
Stem:What are the missing numbers?
Option A. 5, 9, 15, 16
Option B. 4, 10, 16, 18
Option C. 5, 10, 16, 18
Option D. 3, 9, 15, 18
Option E. 1, 7, 18, 19
Key: B
RIT Range: 180 Goal 2.1.1
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Whole Numbers
Learning Cont. Bullet #: 2
Learning Cont. Page #: 2
Idaho Falls Content Alignment: grade 2 #14
Item Entry Complete: Y
Item ID Number: 30001880
Directions:
Passage or Graphic:

Stem:Which fraction of this circle is shaded?
Option A.
Option B.
Option C.
Option D.
Option E.
Key: D
RIT Range: 180 Goal 2.2.3
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Fractions
Learning Cont. Bullet #: 2
Learning Cont. Page #: 2
Idaho Falls Content Alignment: grade 2-5 1
Item Entry Complete: Y
Item ID Number: 30001890
Directions:
Passage or Graphic:
Stem:What is 3,406 written in expanded form?
Option A. 3000 + 40 + 6
Option B. 300 + 400 + 60
Option C. 3000 + 400 + 60
Option D. 3000 + 400 + 6
Option E. 300 + 40 + 6
Key: D
RIT Range: 180 Goal 2.17
Copyright Info:
Idaho Content Alignment: 297.01b
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Place Value, Expanded and Standard Notation
Learning Cont. Bullet #: 1
Learning Cont. Page #: 2
Idaho Falls Content Alignment: grade 3 #15
Item Entry Complete: Y
Item ID Number: 30001900
Directions:
Passage or Graphic:
Stem:Which number statement is correct?
Option A. 134 < 133
Option B. 468 > 486
Option C. 236 > 234
Option D. 184 < 182
Option E. 90 > 100
Key: C
RIT Range: 180 Goal 2.13
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Ordering, Equalities, Inequalities
Learning Cont. Bullet #: 1
Learning Cont. Page #: 2
Idaho Falls Content Alignment:grade 3 #15
Item Entry Complete: Y
Item ID Number: 30001910
Directions:
Passage or Graphic:
Stem:What number is one less than 328?
Option A. 319
Option B. 326
Option C. 328
Option D. 327
Option E. 329
Key: D
RIT Range: 181 Goal 2.4
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Whole Numbers
Learning Cont. Bullet #: 1
Learning Cont. Page #: 2
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30001920
Directions:
Passage or Graphic:
Stem:Which set counts by 3’s?
Option A. 12, 15, 18, 21
Option B. 13, 15, 17, 19
Option C. 3, 9, 15, 21
Option D. 15, 18, 22, 27
Option E. 6, 9, 11, 16
Key: A
RIT Range: 181 Goal 2.1.1
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Whole Numbers
Learning Cont. Bullet #: 2
Learning Cont. Page #: 2
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30001930
Directions:Complete the pattern.
Passage or Graphic: 1410, 1415, 1420, ____, ____
Stem:
Option A. 1425, 1430
Option B. 1421, 1422
Option C. 1430, 1440
Option D. 425, 430
Option E. 1520, 1620
Key: A
RIT Range: 181 Goal 7.5.2
Copyright Info:
Idaho Content Alignment: 291.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Whole Numbers
Learning Cont. Bullet #: 3
Learning Cont. Page #: 2
Idaho Falls Content Alignment: grade 4
Item Entry Complete: Y
Item ID Number: 30001960
Directions:
Passage or Graphic:
Stem:Which number can be divided by 5 with no remainder?
Option A. 7319
Option B. 2980
Option C. 5287
Option D. 1042
Option E. 6543
Key: B
RIT Range: 190 Goal 2.11
Copyright Info:
Idaho Content Alignment:
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Whole Numbers
Learning Cont. Bullet #: 6
Learning Cont. Page #: 2
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30001970
Directions:
Passage or Graphic:
Stem:What is the greatest common factor of 54 and 72?
Option A. 9
Option B. 2
Option C. 3
Option D. 1
Option E. 12
Key: A
RIT Range: 200 Goal 2.11.3
Copyright Info:
Idaho Content Alignment: 297.01f
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Whole Numbers
Learning Cont. Bullet #: 7
Learning Cont. Page #: 2
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30001980
Directions:
Passage or Graphic:
Stem:What are two common multiples of 4 and 6?
Option A. 18, 20
Option B. 30, 40
Option C. 8, 10
Option D. 16, 28
Option E. 12, 24
Key: E
RIT Range: 200 Goal 2.11.2
Copyright Info:
Idaho Content Alignment: 297.01f
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Whole Numbers
Learning Cont. Bullet #: 8
Learning Cont. Page #: 2
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30002000
Directions:Reduce to lowest terms.
Passage or Graphic:
Stem:
Option A.
Option B.
Option C.
Option D.
Option E.
Key: D
RIT Range: 190 Goal 2.2.4
Copyright Info:
Idaho Content Alignment: 297.01d
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Fractions
Learning Cont. Bullet #: 2
Learning Cont. Page #: 2
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30002010
Directions:
Passage or Graphic:
Stem:Which number is less than 14.26?
Option A. 14.62
Option B. 41.22
Option C. 14.20
Option D. 14.60
Option E. 15.06
Key: C
RIT Range: 200 Goal 2.3
Copyright Info:
Idaho Content Alignment: 297.01b
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Decimals
Learning Cont. Bullet #: 1
Learning Cont. Page #: 2
Idaho Falls Content Alignment: grade 4
Item Entry Complete: Y
Item ID Number: 30002020
Directions:
Passage or Graphic:
Stem:How would you write the number 82,460 in word form?
Option A. eighty two thousand four hundred six
Option B. eighty two thousand six hundred forty
Option C. eight hundred two thousand four hundred sixty
Option D. eight thousand two hundred forty six
Option E. eighty two thousand four hundred sixty
Key: E
RIT Range: 195 Goal 2.19
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Place Value Expanded
Learning Cont. Bullet #: 1
Learning Cont. Page #: 2
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30002030
Directions:
Passage or Graphic:
Stem:In which place is the digit 4 in the number 146,253
Option A. thousands
Option B. millions
Option C. hundred thousands
Option D. ten thousands
Option E. hundreds
Key: D
RIT Range: 200 Goal 2.6
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Place Value, Expanded and Standard Notation
Learning Cont. Bullet #: 2
Learning Cont. Page #: 2
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30002040
Directions:Add these numbers:
3 hundreds + 4 tens + 6 ones + 3 tens + 2 ones
Passage or Graphic:
Stem:
Option A. 379
Option B. 378
Option C. 666
Option D. 369
Option E. 648
Key: B
RIT Range: 190 Goal 2.6.1
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Place Value, Expanded and Standard Notation
Learning Cont. Bullet #: 3
Learning Cont. Page #: 2
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30002050
Directions:
Passage or Graphic:
Stem:In which place is the digit 3 in 78.536?
Option A. tens
Option B. hundredths
Option C. thousandths
Option D. ones
Option E. tenths
Key: B
RIT Range: 200 Goal 2.3
Copyright Info:
Idaho Content Alignment: 297.01b
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Place Value, Expanded and Standard Notation
Learning Cont. Bullet #: 4
Learning Cont. Page #: 2
Idaho Falls Content Alignment: grade 4
Item Entry Complete: Y
Item ID Number: 30002060
Directions:
Passage or Graphic:
Stem:In what place is the letter o in the word skateboard?
Option A. third
Option B. ninth
Option C. fifth
Option D. tenth
Option E. seventh
Key: E
RIT Range: 190 Goal 2.1.2
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Ordering, Equalities and Inequalities
Learning Cont. Bullet #: 1
Learning Cont. Page #: 1
Idaho Falls Content Alignment: grade 3
Item Entry Complete: Y
Item ID Number: 30002070
Directions:
Passage or Graphic:
Stem:Which comparison is correct?
Option A. 946 > 964
Option B. 6,462 > 6,642
Option C. 861 < 618
Option D. 3,126 < 2,316
Option E. 398 > 389
Key: E
RIT Range: 190 Goal 2.13
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Ordering, Equalities and Inequalities
Learning Cont. Bullet #: 2
Learning Cont. Page #: 2
Idaho Falls Content Alignment: grade 3
Item Entry Complete: Y
Item ID Number: 30002080
Directions:Order the numerals from least to greatest.
Passage or Graphic:
Stem:
Option A. 783, 738, 647, 964
Option B. 842, 560, 473, 472
Option C. 622, 747, 774, 821
Option D. 500, 520, 502, 618
Option E. 907, 870, 910, 925
Key: C
RIT Range: 190 Goal 2.4
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Ordering, Equalities and Inequalities
Learning Cont. Bullet #: 3
Learning Cont. Page #: 2
Idaho Falls Content Alignment: grade 3-4
Item Entry Complete: Y
Item ID Number: 30002090
Directions:
Passage or Graphic:
Stem:What number comes between 689 and 691?
Option A. 896
Option B. 690
Option C. 961
Option D. 196
Option E. 899
Key: B
RIT Range: 190 Goal 2.4
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Ordering, Equalities and Inequalities
Learning Cont. Bullet #: 4
Learning Cont. Page #: 2
Idaho Falls Content Alignment: grade 3
Item Entry Complete: Y
Item ID Number: 30002100
Directions:
Passage or Graphic:
Stem:What fractions are ordered from least to greatest?
Option A., ,
Option B., ,
Option C., ,
Option D., ,
Option E., ,
Key: B
RIT Range: 200 Goal 2.2.8
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Ordering, Equalities and Inequalities
Learning Cont. Bullet #: 5
Learning Cont. Page #: 2
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30002110
Directions:
Passage or Graphic:
Stem:Which set is in order from least to greatest?
Option A.2.36, 2.45, 2.19
Option B.8.42, 8.98, 9.14
Option C.3.68, 3.65, 3.46
Option D.10.40, 9.63, 11.05
Option E.1.98, 1.89, 1.80
Key: B
RIT Range: 190 Goal 2.4
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Ordering, Equalities and Inequalities
Learning Cont. Bullet #: 6
Learning Cont. Page #: 2
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30002120
Directions:
Passage or Graphic:
Stem:Which number is greater than eight thousand nine hundred-nine?
Option A. 8,900
Option B. 8,908
Option C. 8,000
Option D. 8,800
Option E. 80,000
Key: E
RIT Range: 200 Goal 2.19
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Whole Numbers
Learning Cont. Bullet #: 1
Learning Cont. Page #: 3
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30002130
Directions:
Passage or Graphic:


Stem:How many dozen doughnuts?
Option A. 3
Option B. 24
Option C. 2
Option D. 2
Option E. 4
Key: C
RIT Range: 200 Goal 2.14
Copyright Info:
Idaho Content Alignment: 297.01a
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Whole Numbers
Learning Cont. Bullet #: 2
Learning Cont. Page #: 3
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30002140
Directions:Round 86,463 to the nearest ten thousand.
Passage or Graphic:
Stem:
Option A. 80,000
Option B. 86,000
Option C. 86,460
Option D. 90,000
Option E. 86,400
Key: D
RIT Range: 200 2.20
Copyright Info:
Idaho Content Alignment: 297.01b
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Whole Numbers
Learning Cont. Bullet #: 3
Learning Cont. Page #: 3
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30002150
Directions:
Passage or Graphic:
Stem:Which are only prime numbers?
Option A. 1, 3, 9, 12
Option B. 8, 16, 24, 36
Option C. 13, 23, 45, 68
Option D. 11, 17, 67, 19
Option E. 7, 49, 63, 77
Key: D
RIT Range: 200 Goal 2.11
Copyright Info:
Idaho Content Alignment:
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Whole Numbers
Learning Cont. Bullet #: 4
Learning Cont. Page #: 3
Idaho Falls Content Alignment: “None”
Item Entry Complete: Y
Item ID Number: 30002160
Directions:
Passage or Graphic:
Stem:In which set are the numbers divisible by 2?
Option A.8, 10, 15
Option B.23, 37, 46
Option C.64, 90, 96
Option D.20, 30, 45
Option E.9, 17, 23
Key: C
RIT Range: 200 Goal 2.11
Copyright Info:
Idaho Content Alignment: 337.01b
Learning Cont. Goal: Number Sense and Numeration
Learning Cont. Subgoal: Whole Numbers