Teacher`s Manual - Westview School Corporation

Teacher`s Manual - Westview School Corporation
Teacher’s Manual
for K-12 Education
Harold D. Baker, Ph.D.
ALEKS Corporation
ii
ALEKS Teacher’s Manual for K-12 Education, Version 3.8.
Copyright © 2008 ALEKS Corporation.
Revised December 10, 2008.
Prepared by Harold D. Baker, Ph.D.
®
ALEKS is a registered trademark of ALEKS Corporation.
Contents
Preface
xvii
1 Introduction
1
1.1
What is ALEKS? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
1.2
The ALEKS Teacher’s Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
2 Quick Start
3
2.1
Obtaining a Class Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
2.2
Registering Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
3 Setup Guide for Teachers
5
3.1
Teacher Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
3.2
System Requirements
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
3.3
Installation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6
3.4
Teacher Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7
3.5
Lab Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7
3.6
Student Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
3.7
Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
3.8
Teacher Authorization of Student Registration . . . . . . . . . . . . . . . . . . . . .
9
3.9
Tutorial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
3.10 First Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
3.11 Report Tutorial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
3.12 Beginning the Learning Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
iii
iv
CONTENTS
4 Assessment Mode
15
4.1
Assessments in ALEKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
4.2
Rules for Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
4.3
Scheduling of Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
4.4
Buttons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
4.5
Answer Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
4.6
Manipulators for Mathematical Expressions . . . . . . . . . . . . . . . . . . . . . . . 19
4.7
Mathematical Expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
4.8
Types of Mathematical Expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
4.9
Advanced Mathematical Expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
4.10 The Answer Editor for the Number Line . . . . . . . . . . . . . . . . . . . . . . . . . 25
4.11 The Answer Editor for Graphing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
4.12 The Answer Editor for Histograms . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
4.13 Assessment Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
4.13.1 Standard Report Format
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
4.13.2 Interpreting the Pie Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
4.13.3 State Standards Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
4.14 Ready to Learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
4.15 Progress Bars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
5 Learning Mode
33
5.1
The ALEKS Learning Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
5.2
Buttons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
5.2.1
Exit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
5.2.2
English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
5.2.3
Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
5.2.4
Print . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
5.2.5
Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
5.2.6
Dictionary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
5.2.7
Calculator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
5.2.8
Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
CONTENTS
v
5.2.9
Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
5.2.10 Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
5.2.11 Message . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
5.2.12 Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
5.2.13 MyPie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
5.3
The Learning Mode Interface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
5.3.1
Item Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
5.3.2
Explanation Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
5.3.3
Practice Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
5.3.4
Wrong Answer Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
5.3.5
Dictionary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
5.4
Feedback in Learning Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
5.5
Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
5.6
Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
5.7
Ask a Friend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
6 Teacher Module: Basic Interface
45
6.1
How do I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
6.2
Class Admin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
6.3
6.2.1
Create a new course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
6.2.2
View all your courses and course codes . . . . . . . . . . . . . . . . . . . . . . 49
6.2.3
Customize a course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
6.2.4
Password issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
6.2.5
Account preferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
6.2.6
Student Account preferences . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
6.2.7
Move a student from one class to another . . . . . . . . . . . . . . . . . . . . 50
6.2.8
Unenroll a student from a class . . . . . . . . . . . . . . . . . . . . . . . . . . 50
6.2.9
Delete a class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
School Admin (Administrator) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
6.3.1
Create a new teacher account . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
6.3.2
Password issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
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CONTENTS
6.4
6.3.3
Teacher account preferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
6.3.4
Move a class from one teacher to another . . . . . . . . . . . . . . . . . . . . 52
6.3.5
Delete an Teacher Account . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Reporting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
6.4.1
Class Progress options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
6.4.2
Download Excel spreadsheet
6.4.3
Sorting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
6.4.4
Statistical information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
6.4.5
State standards report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
6.4.6
Individual learning progress since latest assessment . . . . . . . . . . . . . . . 57
6.4.7
Individual detailed progress history . . . . . . . . . . . . . . . . . . . . . . . . 58
6.4.8
Individual overall progress in assessment . . . . . . . . . . . . . . . . . . . . . 59
6.4.9
Scheduled assessment report
. . . . . . . . . . . . . . . . . . . . . . . . . . . 54
. . . . . . . . . . . . . . . . . . . . . . . . . . . 60
6.4.10 Average report (pie chart) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
6.4.11 Display options for Average Report . . . . . . . . . . . . . . . . . . . . . . . . 61
6.4.12 Average . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
6.4.13 Ready to learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
6.4.14 What students can do . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
6.4.15 Quiz results for all the students . . . . . . . . . . . . . . . . . . . . . . . . . . 63
6.4.16 State standards report for a single student . . . . . . . . . . . . . . . . . . . . 64
6.4.17 Progress report for a single student in this class . . . . . . . . . . . . . . . . . 65
6.4.18 Report for a single student in this class (pie chart) . . . . . . . . . . . . . . . 66
6.4.19 Complete list of topics mastered . . . . . . . . . . . . . . . . . . . . . . . . . 66
6.4.20 Quiz results for a particular student . . . . . . . . . . . . . . . . . . . . . . . 67
6.5
Taking Actions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
6.5.1
Schedule a new assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
6.5.2
Detailed scheduling options . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
6.5.3
Grading with Scheduled Assessments . . . . . . . . . . . . . . . . . . . . . . . 69
6.5.4
Cancel an assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
6.5.5
Change the name, date, grading scale of an assessment . . . . . . . . . . . . . 70
6.5.6
Create a quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
CONTENTS
vii
6.5.7
Tips for making quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
6.5.8
Grading with quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
6.5.9
Availability of quizzes to students. . . . . . . . . . . . . . . . . . . . . . . . . 71
6.5.10 Edit a quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
6.5.11 Delete a quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
6.5.12 Authorize a student account . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
6.6
Advanced . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
6.6.1
Show me a tutorial for the “Advanced” Teacher Module. . . . . . . . . . . . . 73
6.6.2
Enter the “Advanced” Teacher Module now.
7 Advanced Teacher Module: Results & Progress
. . . . . . . . . . . . . . . . . . 73
75
7.1
The ALEKS Advanced Teacher Module . . . . . . . . . . . . . . . . . . . . . . . . . 75
7.2
Teacher Tutorial (Advanced Teacher Module) . . . . . . . . . . . . . . . . . . . . . . 75
7.3
Access to the Advanced Teacher Module . . . . . . . . . . . . . . . . . . . . . . . . . 77
7.4
Online Help in the Advanced Teacher Module . . . . . . . . . . . . . . . . . . . . . . 78
7.5
View Student Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
7.6
View Student Assessment Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
7.7
7.6.1
Dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
7.6.2
State Standards Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
7.6.3
Learning Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
7.6.4
List of Topics Mastered . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
View Class Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
7.7.1
Report Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
7.7.2
Progress in Learning Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
7.7.3
Total progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
7.7.4
Most recent progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
7.7.5
Progress over last 6 months . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
7.7.6
Progress over last 3 months . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
7.7.7
Progress over last month . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
7.7.8
Most recent assessment only . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
7.7.9
Full progress over last 6 months . . . . . . . . . . . . . . . . . . . . . . . . . . 85
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CONTENTS
7.7.10 Full progress over last 3 months . . . . . . . . . . . . . . . . . . . . . . . . . . 85
7.7.11 Full progress over last month . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
7.7.12 Scheduled Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
7.7.13 Statistical Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
7.7.14 Assign Learning Rates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
7.7.15 Sorting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
7.7.16 Grouping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
7.7.17 Downloading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
7.8
7.9
View Class Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
7.8.1
State Standards Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
7.8.2
Display Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
7.8.3
Average . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
7.8.4
Ready to learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
7.8.5
What students can do . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
7.8.6
Focusing Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
7.8.7
Grouping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Schedule Student Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
7.10 Schedule Class Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
7.10.1 Message . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
7.10.2 Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
7.10.3 Advanced . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
7.10.4 Restricted Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
7.10.5 Grouping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
7.11 Create, Edit, View Quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
7.11.1 Create New Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
7.11.2 Grading with Quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
7.11.3 Availability of Quizzes to Students . . . . . . . . . . . . . . . . . . . . . . . . 95
7.11.4 Edit Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
7.11.5 Downloading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
7.11.6 Makeup Quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
7.12 Send Message . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
CONTENTS
ix
7.13 Check Messages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
7.14 Check Server Usage
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
7.15 Create Teacher Account . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
7.16 Edit Teacher Account . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
7.17 Create Class Account . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
7.18 Edit Class Account . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
7.19 Textbook Integration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
7.20 Enroll and Unenroll Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
7.21 Edit Student Account . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
7.22 Authorize Student Account . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
7.23 Intermediate Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
7.24 Content Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
7.25 Assign Learning Rates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
8 Advanced Teacher Module: Standards & Programs
113
8.1
Items, Programs, and Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
8.2
Navigation and Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
8.3
Buttons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
8.4
Program Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
8.4.1
Fields . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
8.4.2
Buttons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
8.4.3
Using the Program Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
9 QuickTables
119
9.1
Setting Up QuickTables for your Class . . . . . . . . . . . . . . . . . . . . . . . . . . 119
9.2
How Your Students Use QuickTables . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
9.3
Reporting your Students’ Progress in QuickTables . . . . . . . . . . . . . . . . . . . 124
9.4
Additional Features in QuickTables . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
10 Teaching with ALEKS
127
10.1 The ALEKS Educational Paradigm . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
10.2 The Teacher and ALEKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
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CONTENTS
10.3 Planning the ALEKS Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
10.4 Preparing Your Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
10.5 Focused Instruction with ALEKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
10.6 Models of Classroom Integration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
10.7 Monitoring Student Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
10.8 Monitoring the Progress of a Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
10.9 Monitoring Individual Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
10.10Moving a Student to a New Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
10.11Ordering Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
10.12Independent Study and Distance Learning . . . . . . . . . . . . . . . . . . . . . . . . 136
10.13The ALEKS Knowledge Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
10.14Modification of Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
10.15Learning Rates in ALEKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
11 Knowledge Spaces and the Theory Behind ALEKS
141
11.1 History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
11.2 Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
11.2.1 Domain, Items, and Instances . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
11.2.2 Knowledge States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
11.2.3 Knowledge Structures and Knowledge Spaces . . . . . . . . . . . . . . . . . . 143
11.2.4 Inner and Outer Fringes of a Knowledge State . . . . . . . . . . . . . . . . . 144
11.2.5 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
11.3 Selected Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
12 Frequently Asked Questions
153
12.1 General . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
12.2 Technical . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
12.3 Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
12.4 Assessments & Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
12.5 Learning Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
12.6 Educational Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
CONTENTS
xi
13 Support
163
A ALEKS Student User’s Guide
165
A.1 Preface
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
A.2 System Requirements
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
A.3 Registration and Installation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
A.4 Tutorial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
A.5 Assessments and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
A.5.1 Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
A.5.2 Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
A.5.3 Learning Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
A.5.4 Progress in the Learning Mode . . . . . . . . . . . . . . . . . . . . . . . . . . 170
A.5.5 Additional Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
A.6 Logging on to Your Account . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
A.7 Installation on Additional Machines . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
A.8 Guidelines for Effective Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
A.9 QuickTables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
A.10 Frequently Asked Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
A.11 Troubleshooting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
B Programs in ALEKS
183
B.1 Mathematics - LV3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
B.2 Mathematics - LV4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
B.3 Mathematics - LV5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
B.4 Mathematics - LV6 / Essential Mathematics . . . . . . . . . . . . . . . . . . . . . . . 197
B.5 Middle School Math 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
B.6 Middle School Math 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
B.7 Middle School Math 3 / Foundations of High School Math . . . . . . . . . . . . . . . 218
B.8 Middle School Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
B.9 Pre-Algebra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
B.10 Algebra 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
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CONTENTS
B.11 High School Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
B.12 Algebra 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
B.13 Trigonometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257
B.14 PreCalculus without Trigonometry / College Algebra . . . . . . . . . . . . . . . . . . 260
B.15 PreCalculus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266
B.16 AP Statistics (Quantitative) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
List of Figures
3.1
System Requirements
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
3.2
The ALEKS Website . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6
3.3
Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
3.4
Registration (continued) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3.5
Registration (continued) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3.6
Registration (continued) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
4.1
The Answer Editor for Mathematical Expressions (Assessment) . . . . . . . . . . . . 18
4.2
Mathematical Expressions Produced by the Answer Editor
4.3
Using Special Keys in the Answer Editor . . . . . . . . . . . . . . . . . . . . . . . . . 20
4.4
The Answer Editor for the Number Line . . . . . . . . . . . . . . . . . . . . . . . . . 25
4.5
The Answer Editor for Graphing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
4.6
The Answer Editor for Histograms . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
4.7
Assessment Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
5.1
The Options Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
5.2
The Help Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
5.3
Item Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
5.4
Explanation Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
5.5
Practice Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
5.6
Wrong Answer Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
5.7
Dictionary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
5.8
Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
5.9
Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
xiii
. . . . . . . . . . . . . . 19
xiv
LIST OF FIGURES
6.1
Teacher Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
6.2
How do I Questions
6.3
Class Admin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
6.4
School Admin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
6.5
Reporting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
6.6
State standards report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
6.7
Individual learning progress since latest assessment . . . . . . . . . . . . . . . . . . . 57
6.8
Individual detailed progress history . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
6.9
Individual overall progress in assessment . . . . . . . . . . . . . . . . . . . . . . . . . 59
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
6.10 Scheduled Assessment Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
6.11 Average report (pie chart) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
6.12 Quiz results for all the students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
6.13 State standards report for a single student . . . . . . . . . . . . . . . . . . . . . . . . 64
6.14 Progress report for a single student in this class . . . . . . . . . . . . . . . . . . . . . 65
6.15 Report for a single student in this class . . . . . . . . . . . . . . . . . . . . . . . . . 66
6.16 Taking Actions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
6.17 Schedule a new assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
6.18 Grading with Scheduled Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
6.19 Advanced . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
7.1
Tutorial for the Advanced Teacher Module . . . . . . . . . . . . . . . . . . . . . . . . 76
7.2
The Results and Progress Directory (Advanced Teacher Module) . . . . . . . . . . . 77
7.3
Student Progress (Advanced Teacher Module) . . . . . . . . . . . . . . . . . . . . . . 79
7.4
Student Report (Advanced Teacher Module) . . . . . . . . . . . . . . . . . . . . . . . 81
7.5
Class Progress (Advanced Teacher Module) . . . . . . . . . . . . . . . . . . . . . . . 83
7.6
Class Report (Advanced Teacher Module) . . . . . . . . . . . . . . . . . . . . . . . . 87
7.7
Student Assessment (Advanced Teacher Module) . . . . . . . . . . . . . . . . . . . . 90
7.8
Class Assessment (Advanced Teacher Module)
7.9
Grading with Scheduled Assessment (Advanced Teacher Module) . . . . . . . . . . . 92
. . . . . . . . . . . . . . . . . . . . . 91
7.10 Creating a Quiz (Advanced Teacher Module) . . . . . . . . . . . . . . . . . . . . . . 93
7.11 Send Message (Advanced Teacher Module)
. . . . . . . . . . . . . . . . . . . . . . . 97
LIST OF FIGURES
xv
7.12 Server Statistics (Advanced Teacher Module) . . . . . . . . . . . . . . . . . . . . . . 98
7.13 Teacher Account (Advanced Teacher Module) . . . . . . . . . . . . . . . . . . . . . . 99
7.14 Class Account (Advanced Teacher Module) . . . . . . . . . . . . . . . . . . . . . . . 101
7.15 Textbook Integration (Advanced Teacher Module) . . . . . . . . . . . . . . . . . . . 103
7.16 Student Account (Advanced Teacher Module) . . . . . . . . . . . . . . . . . . . . . . 106
7.17 Intermediate Objectives List (Advanced Teacher Module) . . . . . . . . . . . . . . . 107
7.18 Intermediate Objectives (Advanced Teacher Module) . . . . . . . . . . . . . . . . . . 108
7.19 Content Editor (Advanced Teacher Module) . . . . . . . . . . . . . . . . . . . . . . . 110
7.20 Assign Learning Rates (Advanced Teacher Module) . . . . . . . . . . . . . . . . . . . 111
8.1
The Standards & Programs Directory (Advanced Teacher Module) . . . . . . . . . . 114
8.2
The Program Editor (Advanced Teacher Module) . . . . . . . . . . . . . . . . . . . . 117
9.1
QuickTables Configuration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
9.2
QuickTables Learning Display . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
9.3
QuickTables Reporting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
9.4
QuickTables Advanced Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
9.5
QuickTables Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
11.1 Domain of Arithmetic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
11.2 Knowledge State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
11.3 Learning Path . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
11.4 Outer Fringe of a Knowledge State . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
11.5 Inner Fringe of a Knowledge State . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
12.1 System Requirements
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
A.1 The ALEKS Website . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
A.2 Class Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
A.3 The Answer Editor (Tutorial) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
A.4 Assessment Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
A.5 ALEKS QuickTables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
A.6 QuickTables Learning Display . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
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LIST OF FIGURES
Preface
Congratulations on your interest in ALEKS! This is an online educational system like
none you have encountered before, a system that uses computer technology to promote
math learning that is pedagogically sound and cutting edge.
The features of ALEKS make it a self-contained tool, opening new horizons for educators and learners alike in any educational context. The ALEKS Class Management
System enables teachers and administrators to oversee and monitor their students’
progress, communicate with them, track usage levels, and focus instruction. By its
unprecedented use of Artificial Intelligence, ALEKS determines quickly and precisely
what your students know and what they need to learn, guiding them down individualized learning paths to mastery. Assessment and practice problems are algorithmically
generated, so the students cannot predict them. The programs used in ALEKS are
customizable, letting you conveniently add or subtract topics. Since ALEKS is accessed
over the World Wide Web using standard browsers, no complicated technical preparation is needed—and your students can work at any time, from home or from the
classroom!
It’s a personal tutor for each of your students, at a fraction of what such services
normally cost.
The benefits of using ALEKS are striking. Students work in a dynamic, interactive
learning environment on precisely those materials that they are individually ready to
learn, building momentum toward mastery. It is the personalized, “just-in-time” learning system.
ALEKS may be used in a variety of classroom situations—whether in a traditional
classroom or in a self-directed or distance-learning environment.
This Teacher’s Manual is intended to provide complete information on the functioning
of ALEKS. A description of its contents can be found in Chapter 1.
xvii
xviii
PREFACE
Chapter 1
Introduction
1.1
What is ALEKS?
ALEKS is an online system for the assessment and individualized teaching of mathematics. It is accessed over the World Wide Web on any suitable computer and is
designed to allow the monitoring and management of entire classes and schools. The
core of the system is an efficient, adaptive assessment engine that determines quickly
and precisely what an individual student knows. Based on that assessment data, the
system is able to offer material that the student is best able to learn at a given time.
The ALEKS Learning Mode includes explanations and algorithmically generated practice problems, ongoing assessment of student knowledge, an online math dictionary, and
facilities for review and collaborative help. It can be used on an independent basis or
as a supplement to classroom instruction.
The ALEKS system is the product of years of cutting-edge research into the mathematical modeling of human knowledge (See Chapter 11). The creators of ALEKS are
cognitive scientists, software engineers, and university professors. In designing ALEKS,
their goal was to achieve the utmost simplicity of use without compromising the depth,
rigor, or richness of mathematics instruction at its inspirational best. ALEKS is a tool
to empower both teachers and learners of math: it opens doors and windows into the
assessment and representation of knowledge, and it breaks down barriers to success by
recognizing the vast diversity of paths that lead to mastery. The ALEKS system can
make a radical difference in how math learning is experienced.
1.2
The ALEKS Teacher’s Manual
The purpose of the ALEKS Teacher’s Manual is to give teachers using ALEKS
information on the operation of the system that is as complete as possible. The system
is not complex. ALEKS can be and often is used with no documentation whatsoever.
1
2
CHAPTER 1. INTRODUCTION
At the same time, we wish to offer teachers a clear idea of everything ALEKS does, how
it works, and where to find answers to their students’ questions.
ALEKS is designed to be used without help from the Teacher’s Guide. Feel
free to use the system now. If questions arise, or if you want to learn
more about ALEKS, this Teacher’s Guide is intended as a convenient and
comprehensive reference.
NOTE. For a brief, comprehensive overview of ALEKS, please turn directly to the
“Frequently Asked Questions” in Chapter 12.
ˆ The first chapters are those most likely to be turned to by teachers using ALEKS
for the first time. Chapter 2, “Quick Start,” contains a concise checklist for beginning to use ALEKS. Chapter 3, “Setup Guide for Teachers,” provides all of
the information necessary for preparing to use ALEKS with one or more classes.
This ranges from technical requirements and installation through the students’ first
ALEKS session (which typically involves registration, tutorial, initial assessment,
and entry into the Learning Mode). (Much of the information is the same as that
in Appendix A.)
ˆ Chapters 4 through 8 contain descriptions of the principal parts of the ALEKS
system: Assessment Mode, Learning Mode, and Teacher Module. The Teacher
Module is discussed in three chapters. Chapter 6 presents the Teacher Module
generally and is followed by treatments of the more specialized capacities of the
Advanced Teacher Module. Chapter 7 covers Results & Progress, the facility
for monitoring student use of ALEKS and managing accounts. Chapter 8 covers
Standards & Class Program, the facility for reviewing and modifying the curricular
information used by ALEKS for a particular school or class.
ˆ Chapters 11 through 13 provide additional information that may be necessary or
of interest to teachers using ALEKS. Chapter 11, “Knowledge Spaces and the
Theory Behind ALEKS,” explains the history of Knowledge Space theory and its
fundamental concepts, along with the evolution of ALEKS itself. Also included
is a Bibliography for those seeking to understand the theory behind ALEKS in
greater depth. Chapter 12 provides answers to frequently asked questions about
ALEKS. Chapter 13 gives the information necessary for obtaining technical and
other support.
ˆ Appendix A contains the complete text of the ALEKS Student User Guide. Appendix B contains content summaries for ALEKS course products.
Chapter 2
Quick Start
The purpose of this chapter is to provide a summary of the steps involved in starting a
class with ALEKS.
2.1
Obtaining a Class Code
In order to use ALEKS with your class, you will need to have at least one Class Code.
You give this code to the students in your class; they will use this Class Code to register.
The Class Code is all your students need to register with ALEKS. When they register,
they will receive a Login Name and Password; after this they will no longer need the
Class Code. Students should not use the Class Code to register a second time, as doing
so will create a new account in their name, unconnected with the first.
You can have as many classes and sections as you need or want in ALEKS. For each class
or section, there is one unique Class Code. Students who register using this code will
be enrolled in the corresponding class. Students who accidentally enroll in the wrong
class can easily be moved to the right one at any time, without any unwanted effect on
their work or records (moving a student to a class using a new domain in ALEKS may
trigger a new assessment). To obtain the Class Code for any class, log on to
your teacher account, click on “Class Admin,” and then on “View all your
classes and class codes” (See Sec. 6.2.2). Or, in the Advanced Teacher Module,
simply select the name of the class and click “Edit.” The Code will appear in the upper
right-hand part of the screen (See Sec. 7.18).
You will normally be provided with a teacher Login Name and Password by ALEKS
Corporation; a colleague at your school with Administrator privileges in ALEKS can
also create an teacher account for you. Once you are logged on to ALEKS as a teacher,
you can create one or more classes through “Create a new class” (under “Class Admin”).
3
4
2.2
CHAPTER 2. QUICK START
Registering Students
Students should use the following steps to register.
1. Go to the ALEKS website.
http://www.aleks.com
2. Click on the link for “SIGN UP NOW” to the upper left (This is the only time
they will click on that button.)
3. On the page that follows, enter the Class Code in the spaces to the left of the
window. Do not use the button on the right-hand side.
4. Enter other information as prompted (students in high school are asked for their
full names, those below high school only for their first name and last initial).
5. Record their Login Name and Password, provided by the system. (Students can
change their Password now or later if they wish.)
6. Wait for the teacher to authorize their registration. They can log off at this point
and log back in later, using the Login Name and Password provided. As soon as
the teacher authorizes their registration it will be complete.
7. Begin using ALEKS by taking the Student Tutorial and an initial Assessment.
Students will subsequently use their Login Name and Password to enter their accounts.
NOTE. For a complete description of how teachers authorize the registration of their
students, see Sec. 3.8.
Chapter 3
Setup Guide for Teachers
3.1
Teacher Preparation
As an instructor using ALEKS with your classes, it is important that you clearly understand the system’s functioning and its underlying ideas. Take the time to study
all materials provided to you, including this Teacher’s Guide, and try out the system
thoroughly. The school administrator for ALEKS can contact ALEKS Corporation for
consultation at any time, preferably well in advance of the first session (See Chapter 13.).
3.2
System Requirements
The following table presents the system requirements for ALEKS in summary form.
Operating System
Processor
RAM Memory
Browser
PC
Windows
Any
64+ MB
Explorer 6.0+, Firefox 1.5+
Screen Resolution
800x600 (1024x768 for Chemistry)
Modem Speed
56+ kbps
Macintosh
MacOS 10.3+
Any
64+ MB
Safari,
Firefox
1.5+
800x600 (1024x768
for Chemistry)
56+ kbps
Figure 3.1: System Requirements
Your browser should be configured with Java enabled. Both Netscape and Internet
Explorer usually ship with Java. You can also install Sun Microsystems’ Java® VM,
version 1.4.1+, which can be obtained from Sun.
Note that any of the kinds of direct connection (cable, ISDN, DSL) that are typical
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CHAPTER 3. SETUP GUIDE FOR TEACHERS
Figure 3.2: The ALEKS Website
in computer labs are adequate for use with ALEKS. If your computer lab has security
safeguards in place, you will need the cooperation of your LAN administrator, system
administrator, or lab technician to install the ALEKS plugin.
3.3
Installation
Installation of the ALEKS plugin takes place from the ALEKS website (Fig. 3.2):
http://www.aleks.com
NOTE. You must use this URL to access ALEKS. Although there are other ALEKS
websites that you may find using an Internet search engine, only this one contains your
registration data as a licensed ALEKS teacher. It is advisable to mark this website in
your browser with a “Bookmark” or “Favorite” or by creating a shortcut of some kind.
Close all applications other than your web browser before beginning installation.
Installation of the ALEKS plugin is automatic. If you attempt to use the system
directly by clicking on “Be our Guest” or on “Register with ALEKS,” the system will
3.4. TEACHER MODULE
7
automatically check to see whether your computer has the most recent plugin currently
installed. If it does not, the system will download the plugin and ask for your permission
to install. (This is not a high-risk operation for your computer. The ALEKS plugin
is a small library of Java classes which are used by your browser when you are logged
on to ALEKS. They are inactive at other times and do not do anything except provide
functionality for ALEKS. They can easily be removed from the computer with no other
effect except that ALEKS ceases to be available on that computer. ALEKS Corporation
Customer Support will be happy to answer any questions about the plugin.) When you
grant permission, it will install. Following installation you must close and reopen your
browser application. Installation is automatic for registered users as well.
If you need to download and install the plugin and this does not occur automatically,
click on “Download the ALEKS plugin.”
There is also a “streaming” plugin which can be used in situations where it is not
possible to download to the local computer. Go to the following website:
http://www.aleks.com/plugin
Log on as usual. It will take one or more minutes for the plugin to load into memory.
Once this is done, you will be able to use ALEKS in the usual way.
3.4
Teacher Module
The teacher enters the ALEKS Teacher Module by logging on to ALEKS with their
Teacher Login Name and Password. The Teacher Module is an extremely important
component of the ALEKS system, permitting teachers to monitor and manage their
ALEKS classes. The Teacher Module is designed for the utmost ease of use; it guides
users through the steps needed to accomplish tasks in such a way that no separate
training is needed and mistakes or confusion are unlikely. See Chapter 6 for a complete
description of the Teacher Module.
After the teacher is familiar with the features of the Teacher Module, he or she may
wish to try the Advanced Teacher Module, which is somewhat more complex than the
standard interface but offers greater efficiency in some operations. Some teachers find
the Advanced Teacher Module more convenient to use once they are used to it. There is
a Tutorial in ALEKS explaining the use and features of the Advanced Teacher Module
(See below).
3.5
Lab Check
To ensure the best possible experience of ALEKS for your students, we recommend
that you check the computer lab in which ALEKS will be used in advance of the first
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CHAPTER 3. SETUP GUIDE FOR TEACHERS
session. This means installing and testing the plugin on some or (preferably) all of the
computers in the lab. If security measures are in effect, you will need the cooperation
of the lab administrator to install the plugin. To install and test, simply log on to
ALEKS through ”Be Our Guest” on each computer or use your teacher login to enter
your account. Installation will occur automatically. Following installation, restart the
browsers and attempt login again. This time you should access ALEKS.
If the ALEKS plugin is not preinstalled and tested in this way, it will be installed when
your students first access the system. This will take away a certain amount of time from
their use of the system. Also, if there is some problem in the lab that makes installation
difficult, it is far better to catch and resolve it before the students arrive.
3.6
Student Orientation
It is strongly recommended that the first ALEKS session be conducted under supervision, perhaps with another teacher on hand to help your students get started. You
may also choose to schedule supervised assessments at regular intervals and at the end
of the course. It is not generally necessary to schedule a separate orientation meeting
before the students actually begin using the system, although in some cases there may
be reasons for doing so. It is also advisable to emphasize the few requirements for
assessments in ALEKS: paper and pencil are needed, as well as simple calculators. Calculators without graphic or symbolic functions are permitted for Algebra only. (A basic
calculator is part of ALEKS.) Remind your students that help is not allowed during
the assessment because if the student being assessed does not do their own work, the
assessment results may not be accurate, and this will hinder that student’s progress in
the Learning Mode.
If at all possible, the students’ first session with ALEKS should be long enough for them
to complete their assessments and begin work in the Learning Mode. One hour may be
considered a reasonable period of time. If the students cannot finish their assessments
during this time, ALEKS will automatically keep their place, and they will resume next
time where they had left off. No work will be lost.
3.7
Registration
Students register with ALEKS by going to the ALEKS website and clicking on “SIGN
UP NOW.” This will be expedited if the browsers used by the students have ”Bookmarks” or ”Favorites” pointing to the website (See Sec. 3.3).
NOTE. In order to register, all students must have the Class Code for the class that
you are teaching. The Class Code is sent to the teacher by ALEKS Corporation or
obtained by the teacher when creating the class (See Sec. 6.2.1). You are responsible
for giving this code to the students at the time of the first session.
3.8. TEACHER AUTHORIZATION OF STUDENT REGISTRATION
To obtain the Class Code for any class, log on to your teacher account, click
on “Class Admin,” and then on “View all your classes and class codes” (See
Sec. 6.2.2). Or, in the Advanced Teacher Module, simply select the name of the class
and click “Edit.” The Code will appear in the upper right-hand part of the screen (See
Sec. 7.18).
The student registration process is described in detail in the Student User Guide (See
Appendix A). There are complete online instructions for every step of this simple
procedure. Among other information, some students may be able to supply their email
address (so they can be helped more promptly in case of difficulties) and their Student
ID number (if you wish to have this in the system). Special care should be taken in
entering the latter, as the system cannot detect mistyping. Both email and Student ID
are optional information.
Near the conclusion of Registration students receive a Login Name and Password. These
should be noted carefully, as they will be essential for all further work with ALEKS. You
may wish to advise the students to change their Passwords at the earliest opportunity.
They should use a Password they will remember easily but that will be hard for others
to guess. Login Name and Password can be typed with upper- or lower-case letters.
Neither may contain spaces or punctuation.
At the end of Registration, students are asked to wait for their teacher’s authorization.
For a complete description of how teachers authorize the registration of their students,
see Sec. 3.8. The students can log off at this point and log back in later, using the Login
Name and Password provided. As soon as the teacher authorizes their registration it
will be complete.
3.8
Teacher Authorization of Student Registration
The following is a more detailed description of the student registration process, highlighting the actions by which you authorize students’ registration.
A student wishing to register with ALEKS begins on the ALEKS home page by clicking
on the link marked “SIGN UP NOW,” located to the upper left of the home page
(Fig. 3.2).
Next the student is asked to enter the Class Code which has been provided by the
teacher (Fig. 3.3). Since each Class Code is assigned to a class defined by grade level,
the Class Code entered by the student tells ALEKS the grade level at which the student
is seeking to register. The spaces for this code are in the left-hand part of the window.
The steps by which the student completes registration follow two paths, one for students
below High School, and another for students in High School.
Following entry of the Class Code, the student is given information on the class selected
and on the process of beginning to use ALEKS.
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CHAPTER 3. SETUP GUIDE FOR TEACHERS
Figure 3.3: Registration
Subsequently, if the student is in 8th grade or below, ALEKS asks for the student’s
first name and last initial (Fig. 3.4). ALEKS does not ask for the student’s full last
name so that there is no personally identifying information in the system for students in
8th grade or below. The student is then provided with a Login Name consisting of the
student’s first name, last initial, and possibly a number. If the student is beyond the
8th grade, ALEKS asks for full first and last names, and then provides a Login Name
consisting of the student’s first initial, last name, and possibly a number (Fig. 3.4). The
student is also provided with a password, which can be changed at this time or later,
as the student desires.
Students above the 8th grade have the opportunity to enter an email address and a
Student id number. No students are required to provide this information; students in
the 8th grade and below are never asked for it or given any way to provide it.
At this point the student is told that authorization is needed from the teacher before
registration can be completed (Fig. 3.5). Until the teacher logs onto ALEKS and provides authorization, the student will not be able to get further than this page. Once
authorization is provided, the student will be able to click “Next” and begin using
ALEKS. If the teacher cannot authorize immediately, the student is able to log off at
this point and log back on at a later time using the Login Name and Password provided;
if the teacher has authorized registration by then, the student will be able to begin using
3.8. TEACHER AUTHORIZATION OF STUDENT REGISTRATION
Figure 3.4: Registration (continued)
Figure 3.5: Registration (continued)
ALEKS.
In order to authorize registration, log on to your teacher account using the Login Name
and Password received at registration or from ALEKS Corporation. If there are students in the class awaiting registration, you will come to the Authorization page with
instructions and a list of students needing authorization (Fig. 3.6). If you simply wish
to authorize all students, there is a checkbox at the top of the list to do this; otherwise
you can authorize each student individually by clicking the checkbox opposite his or her
name (“Authorize”). There is also a checkbox for deleting the account of a student who
has initiated registration (“Delete”). Checking this checkbox will remove the account.
It is noted on the Authorization page that authorizing registration for students in Grade 8 or below constitutes your assurance that all necessary
parental consents have been obtained for your students’ use of ALEKS.
Some students may initiate registration more than once due to misunderstanding. This
will be evident from the repetition of names in the list. (Occasionally there may be
more than one student in the class with the same combination of first name and last
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CHAPTER 3. SETUP GUIDE FOR TEACHERS
Figure 3.6: Registration (continued)
initial; presumably the teacher will take this into account.) When there is repetition,
you should “Authorize” only one account for each student and “Delete” any others, to
prevent unnecessary use of purchased subscriptions.
When all necessary boxes have been clicked, click “Done”; a summary of authorizations
and current licensing status will be shown, and you can continue to work in the Teacher
Module. You can also defer authorization simply by clicking “Done” on the Authorization page, without either authorizing or deleting all or any of the students. You can
return to the Authorization page later by clicking “Authorization” on the ALEKS menu
bar.
NOTE. When the Authorization page is shown for classes higher than the 8th grade,
there is a note advising you that students under the age of 13 should not be authorized
in this way. When students under the age of 13 wish to register in ALEKS for a class
higher than the 8th grade, contact ALEKS Corporation for assistance.
3.9
Tutorial
Following Registration, the students enter a brief tutorial on the use of ALEKS input
tools, also called the Answer Editor Tutorial (See Sec. 4.5). There are separate
Tutorials for different subjects, since the specific tools for them differ somewhat. The
ALEKS Tutorial provides ample feedback to ensure that students complete it successfully.
3.10. FIRST ASSESSMENT
NOTE. The Tutorial is not intended to teach mathematical knowledge, but rather to
train students in using the system tools. If students need a “refresher” on use of the
system tools, it is always possible to click on the “Help” button, which gives access to
the sections of the Tutorial (See Sec. 5.2.12).
3.10
First Assessment
Students proceed directly from the Tutorial to their first assessment (See Chapter 4).
To reiterate, no help of any kind should be given to students being assessed, not even
rephrasing a problem. Students need to have paper and pencil. Simple calculators
without graphic or symbolic functions may be used for Algebra. A basic calculator is
part of ALEKS. No calculators are used for Arithmetic.
The ALEKS assessment is adaptive and variable in length. Some students will have very
short assessments, whereas others will have assessments that are longer. Consistency
of effort and concentration are the factors most likely to influence the length of an
assessment.
NOTE. All students will be assessed upon their first use of the system. This will
provide you with a baseline picture of your class and of each individual student.
3.11
Report Tutorial
At the conclusion of each assessment, the student is given a brief Tutorial on how to
interpret the Assessment Report. This will be in the form of one or more color-coded
pie charts, with accompanying textual information (See Sec. 4.13). It is important that
the students know how to interpret these pie charts correctly. Some teachers have found
it worth the effort to sit with each student individually as he or she concludes his or her
assessment. They can then make sure the student understands the parts of the report
and help him or her choose topics for entry into the Learning Mode. Keep clicking
“Next” until you get to “MyPie,” where you can choose items for work in the Learning
Mode.
Explain to students that subsequent assessments will produce only the pie charts. The
pie charts also appear in the Learning Mode each time a new concept is mastered and
“added to the pie.” If the student wishes to choose a new topic, the pie can always be
accessed by means of the “MyPie” button.
3.12
Beginning the Learning Mode
Students enter the Learning Mode by clicking on one of the topics contained in their
pie chart (topics they are completely “ready to learn”). If at all possible, the students
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CHAPTER 3. SETUP GUIDE FOR TEACHERS
should be given sufficient time in their first ALEKS session to use the Learning Mode
and, ideally, to begin to “add concepts to their pie.” If they have this experience, their
interest in using ALEKS is likely to be more favorable. You should also be present to
answer questions regarding the Learning Mode and to assist your students in familiarizing themselves with its varied features. This is particularly important in cases in which
their subsequent use of ALEKS will be unsupervised.
Chapter 4
Assessment Mode
The Assessment Mode is the heart of the ALEKS system. Its ability to quickly and accurately determine a student’s knowledge enables ALEKS continuously to make available
the material the student can most readily employ, and thus efficiently guide individual
learning paths. The Assessment and Learning Modes work together closely. In ALEKS,
learning is powered and optimized by assessment.
4.1
Assessments in ALEKS
The ALEKS assessment uses open-ended problems (no multiple-choice questions). It is
an adaptive assessment; that is, problem types are selected based on all the previous
answers the student has given. It is impossible to predict which types of problems will
appear, or in what order. Moreover, the problems themselves are generated algorithmically, with randomly-selected values (as is also the case in the Learning Mode). Thus,
one cannot “learn the assessment” or “teach to the assessment,” and cheating is almost
impossible. In the unlikely event that two students sitting next to one another were
given the same problem-type at the same time, the problem parameters and values
would almost certainly be different, and so would the correct answer. Despite this, certain assessments must be supervised, such as the initial, interim, and final assessments
in a class. Without supervision, students could use a textbook, receive systematic help,
or have someone else take the assessment in their place. This point is critical where
assessment results are used for purposes other than those internal to the system. (There
is no reason for a student who has begun using ALEKS to cheat on a “progress” assessment, as this will simply cause the system to suggest problems that are too difficult,
and thus hinder the student’s own work.)
As noted, the student takes an initial assessment immediately following completion
of the Tutorial (See Sec. 3.10). When an assessment begins, the student is clearly
informed it has begun. Next a series of mathematical problems is posed to the student.
The student provides the solution to each problem using the Answer Editor (or clicks
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CHAPTER 4. ASSESSMENT MODE
“I haven’t learned this yet”). In the Assessment Mode, the system does not inform the
student whether the answer just given was correct or not. The assessment continues until
the system has determined the student’s precise knowledge of the domain, at which time
the assessment ends and a report is presented to the student. The number of questions
asked cannot be known in advance, although consistency of effort and attention seem
to contribute to shorter assessments.
4.2
Rules for Assessments
Assessment in ALEKS is an important and serious event. It is essential that assessments
be conducted according to certain guidelines and in the proper spirit. If there is an
atmosphere permitting disturbances or distractions, students will not obtain the benefits
the system is capable of providing. If assessment results are inaccurate, the system will
give the student inappropriate problems and progress will initially be impaired. The
system will recover and find the right level, but the student may still experience a
degree of frustration. In order to avoid this, it is strongly recommended that the first
assessment be taken under the teacher’s supervision (See Sec. 3.10).
All students being assessed need paper and pencil. No calculators are permitted in
assessments for Arithmetic, but simple calculators without symbolic or graphing functions should be available for students being assessed in Algebra. A basic calculator is
part of ALEKS. Most important, no assistance may be given—not even to the extent
of explaining or rephrasing a problem. Students should be encouraged to use the “I
haven’t learned this yet” button when they do not know what to do. It is not possible
to return to previous assessment questions; students should not click their browser’s
“Back” or “Forward” buttons when using ALEKS.
4.3
Scheduling of Assessments
Initial Assessment. The initial assessment takes place at the outset of students’ use
of ALEKS, immediately after Registration and Tutorial (See Sec. 3.10). We strongly
recommend that this initial assessment, which has the character of an orientation to
the system for student users, take place in a supervised computer lab setting to ensure
that students do not receive help or collaborate. In creating or editing a class account,
the teacher can stipulate that the initial assessment be allowed only from school (See
Sec. 7.17.).
In some ALEKS course products, students may choose to continue their initial assessment for particular pie slices where no topics are yet available to them. In order to
initiate these assessments, the students click a button marked “Assessment” which appears in the place of a list of available topics for the particular slice. Such assessments
are called “Initial Assessment (continued),” and are generally shorter than other assessments. They focus on topics from the slice chosen, and their purpose is to “open” that
4.4. BUTTONS
slice for work by the student.
Automatic Assessments. Additional assessments are scheduled automatically by the
system based on two factors: overall time spent in the Learning Mode (called “Login
Time Assessment”) and progress made while there (called “Progress Assessment”). By
default, a new assessment is triggered after 20 new items have been learned (but no
sooner than 5 ALEKS hours after the last assessment) or after 10 hours have been
spent in Learning Mode since the last assessment or after 60 days have passed since
the last assessment. Some modification of these parameters is possible; please contact
ALEKS Corporation Customer Support for assistance if you would like to do this. The
Learning Mode itself updates students’ assessment results as it goes along, periodically
displaying new pie charts and new choices of concepts they are completely “ready to
learn.” The automatic assessments, however, provide a firmer basis for such guidance.
Completion Assessments. ALEKS also assesses students automatically when they
complete the syllabus for a course. If the assessment does not confirm the student’s
mastery of the syllabus materials, they will return to the Learning Mode. More than
one Completion Assessment is thus possible, but as a rule ALEKS will not reassess the
student if only a small number of topics need to be relearned.
Requested Assessments. Assessments can also be requested by the teacher for individual students or for entire classes. For example, the teacher, department, or school
may wish to have “interim” assessments under supervision to guarantee sound results.
ALEKS allows the teacher to schedule the assessment for a particular date and time
(See Sec. 6.5.1). Students logging on to ALEKS within the time period specified for the
assessment will automatically enter Assessment Mode.
The teacher simply announces the assessment for a certain time and place. Just prior to
this time the teacher prompts the class assessment in the Teacher Module (See Secs. 7.9–
7.10). The next time students log on they will automatically enter the assessment.
Note that a requested assessment “resets the clock” for automatic assessments, so that
students will not be assessed with undue frequency. Also, among the options for a
requested assessment is one to prevent automatic assessments within a certain number
of days prior to the requested assessment (See Sec. 6.5.1).
NOTE. In some ALEKS products, there is an option to request the assessment on a
particular slice or slices of the pie chart. When this is done, there will be a note regarding
the estimated number of questions needed for the assessment. Often, assessing on more
than one slice of the pie chart will result in an assessment that is longer than desired;
therefore, this feature is usually most effective when only a single slice is selected. The
teacher also has the option of letting ALEKS select an appropriate slice for each student,
based on their individual progress.
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CHAPTER 4. ASSESSMENT MODE
Figure 4.1: The Answer Editor for Mathematical Expressions (Assessment)
4.4
Buttons
The Assessment Mode (Fig. 4.1) has a reduced set of active menu buttons enabling the
student being assessed to leave the system (“Exit”) or get help on use of the Answer
Editor (“Help”). Other buttons appear, but they are disabled. All of the ALEKS menu
buttons are enabled in the Learning Mode (See Sec. 5.2).
Note that students using ALEKS should not click their browser’s “Back” and “Forward”
buttons. Only the navigation tools that are part of the ALEKS interface should be used.
The two aspects of the ALEKS interface relevant to work in the Assessment Mode are
the Answer Editor and the Assessment Report.
4.5
Answer Editor
Input to the ALEKS system is always in the form of proper mathematical expressions
and constructions, never multiple choice. A critical reason for this is to prevent substantial inaccuracies which arise from students’ guessing and trying out the different
choices.
Another purpose of this approach is to train students in the same skills that are necessary
for conventional, paper-and-pencil communication of solutions and results. At the same
time, the sophistication of the ALEKS input tools provides certain advantages. The
presentation of results is always neat and clear. Manual dexterity plays a reduced role in
drawing an accurate graph or geometrical construction. Immediate feedback is provided
on the formal completeness of solutions.
The general term for the input tools used in ALEKS is the “Answer Editor.” This encompasses a variety of actual modes for user input: an Answer Editor for mathematical
expressions, an Answer Editor for the number line, an Answer Editor for graphing in the
4.6. MANIPULATORS FOR MATHEMATICAL EXPRESSIONS
19
Expression
Square Root
Fraction
Answer
Editor keypad button
p
[ ] [ ]
Keyboard equivalent
(none)
/
Mixed Number
Repeating Decimal
Absolute Value
List of Expressions
Exponent
Multiplication Expression
Percentage
Greater-Than
Less-Than
Greater-Than-or-Equal-To
Less-Than-or-Equal-To
Equal-To
Not-Equal-To
AND
OR
[ ] [[ ]]
[ ][ ]
[ ] |[ ]|
[ ], [ ], . . .
[ ][ ]
[ ]×[ ]
%
[ ]>[ ]
[ ]<[ ]
[ ]≥[ ]
[ ]≤[ ]
[ ]=[ ]
[ ] 6= [ ]
AN D
OR
(none)
(none)
(none)
,
∧ (before exponent)
∗
%
>
<
(none)
(none)
=
(none)
(none)
(none)
[ ]
[ ]
Figure 4.2: Mathematical Expressions Produced by the Answer Editor
Cartesian plane (with x and y coordinate axes), and an Answer Editor for histograms
(in Statistics). A student beginning to use ALEKS is thoroughly trained in all features
of the Answer Editor that are relevant to the subject being studied during the Tutorial
(See Sec. 3.9).
In much of what follows, emphasis is on the “Answer Editor for mathematical expressions,” as this is the section which involves the greatest degree of interplay between
mouse, keyboard, and on-screen buttons and icons.
4.6
Manipulators for Mathematical Expressions
The Answer Editor for mathematical expressions consists of two parts: a rectangular
field into which mathematical expressions are entered (the “entry field”) is to the left,
and a “keypad” made of buttons with mathematical symbols is to the right (Fig. 4.1).
These buttons have labels in the Tutorial, but not afterwards. Mathematical expressions
are entered and edited using the buttons of the Answer Editor keypad, as well as the
basic keyboard, the Left and Right arrow keys, the Tab, Enter, and Backspace keys,
and the mouse.
NOTE. Buttons are displayed to correspond with the kind of problem being solved. The
selection is made in such a way as to avoid giving away the correct answer. Keyboard
shortcuts (Fig. 4.2) work only when the corresponding button is displayed.
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CHAPTER 4. ASSESSMENT MODE
Key
Right arrow Tab - Enter
Left arrow
Backspace
Effect
moves the cursor one place to the right
(ahead)
moves the cursor one place to the left (back)
deletes input immediately preceding (to the
left of) the cursor and moves the cursor one
place to the left (back) OR deletes selected
input
Figure 4.3: Using Special Keys in the Answer Editor
Basic Input
When a new page is opened and contains a problem whose solution is a mathematical expression, the entry field initially contains at least one blue box. Each
blue box represents a mathematical expression that forms part of the complete
answer. To enter a mathematical expression one must first click on a blue box.
When this is done, the cursor (or “caret”) appears inside the box. The cursor
marks the point at which something is entered. Material can be entered using the
basic keyboard or the buttons of the keypad. Individual digits can be entered only
from the keyboard. Symbols can be entered using the buttons of the keypad and,
sometimes, from the keyboard as well (Fig. 4.2).
Basic Editing Tools
The cursor, showing the point at which material is entered, can be moved using
the Left and Right arrows and the Tab and Enter keys. It can also be positioned
using the mouse. Input can be deleted using the Backspace key (Fig. 4.3).
Selecting Input
It is possible to select a continuous portion of input by dragging the pointer with
the mouse button held down. A segment that has been selected by dragging in
this way can be deleted by pressing Backspace, replaced by typing, or replaced by
clicking the buttons of the Answer Editor keypad. It can also be inserted into a
mathematical expression such as a fraction or a square root (the selected portion
is placed in the numerator position or under the square root sign, respectively).
Clear and Undo
After material has been entered, the field can be returned to its empty state by
clicking on “Clear.” Clicking on “Undo” cancels the most recent action. Clicking
on “Undo” a second time restores the effect of the canceled action (including a
“Clear” command).
4.7
Mathematical Expressions
The purpose of the Answer Editor for mathematical expressions is to process user input
in the form of correct mathematical expressions. One important way in which the
4.7. MATHEMATICAL EXPRESSIONS
Answer Editor guides the user in constructing such expressions is by means of the blue
boxes. If a blue box remains on the screen, you know that the input typed so far is not
valid.
Entering expressions from the keyboard
For expressions that do not require the use of the Answer Editor keypad, the user
can place the cursor within a blue box and enter the mathematical expression from
the keyboard. For many expressions, however, the Answer Editor keypad must be
used. It may be used, as well, for some types of expressions that can also be entered
from the regular keyboard (Fig. 4.2).
Using the Answer Editor keypad to structure simple expressions
To form a simple mathematical expression, the user places the cursor in an empty
blue box and clicks on the appropriate button from the Answer Editor keypad.
The initial blue box disappears and new blue boxes may appear (depending on the
button), accompanied by all of the necessary signs. The user can now fill in the
new boxes.
Entering complex expressions
Sometimes it is necessary to enter more complex mathematical expressions. What
has been written about entering mathematical expressions into a single blue box
holds equally true for entering expressions into any of the blue boxes produced by
clicking a button of the Answer Editor keypad. One can place the cursor in one of
these boxes and enter an expression from the keyboard, or, by clicking on a button
of the Answer Editor keypad, replace it with the structure of a new mathematical
expression. Expressions of any degree of complexity can be created in this way.
NOTE. The Answer Editor does not supply parentheses. The user must know
when these are necessary. In particular, when there is an expression consisting of
more than one symbol that must be raised to a power, one may need to enclose it
in parentheses, just as in writing; otherwise, only the final symbol (just before the
exponent) will be raised to the specified power.
Alternate ways of entering expressions
The buttons of the Answer Editor keypad can be used in other ways as well. In
particular, one can select some portion of the input in the entry field which constitutes a complete mathematical expression, and then click on a keypad button. This
will create a new mathematical expression within which the expression selected is
one component. The same basic rule applies: the minimum unit of manipulation
is a complete mathematical expression.
Other mathematical signs
The following mathematical signs can be entered only from the keyboard:
ˆ the plus sign (+);
ˆ the minus sign (-), both for connecting the two parts of a subtraction expression
and for designating a negative number;
ˆ the period (.) used in decimals;
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CHAPTER 4. ASSESSMENT MODE
ˆ the comma (,) used to punctuate numbers of more than three places.
Please note as well the following special cases:
The asterisk for multiplication
The “x” character on the keyboard cannot be used to enter a multiplication
sign. Only the asterisk (*) serves this purpose. (The multiplication sign on
the Answer Editor keypad, however, is the traditional x-shaped symbol.)
Mixed numbers
Although fractions can be entered from the keyboard using the front slash
character (/), mixed numbers cannot be entered this way. More precisely,
the Answer Editor does not automatically regard a whole number followed
by a fraction as a mixed number. The mixed number button on the Answer
Editor keypad must be used to enter mixed numbers.
4.8
Types of Mathematical Expressions
The following set of tips is intended to illustrate the variety of ways in which mathematical expressions can be entered using the Answer Editor. It is in no way a thorough
description of the Answer Editor, which includes many other kinds of mathematical expressions and constructions.
Here, “Button” will always refer to a button on the Answer Editor keypad. By “select”
we mean drag the mouse over the expression to be selected with the mouse button
depressed, so that a red box appears surrounding it.
Percentage
48%
The next example illustrates the possibility, in some cases, of using either the
Answer Editor keypad or the regular keyboard to enter signs:
ˆ Enter the expression you wish to express as a percentage and click on the
percent button; OR
ˆ Enter the expression you wish to express as a percentage and then enter the
(keyboard) percent sign.
Fraction
Fractions can be entered conveniently at least three ways:
7
10
ˆ Enter the numerator, enter a (keyboard) forward slash character, and enter
the denominator; OR
ˆ Enter the numerator, click on the fraction button, and enter the denominator;
OR
ˆ Click on the fraction button, enter the numerator, then click on the blue square
in the position of the denominator and enter the denominator.
4.8. TYPES OF MATHEMATICAL EXPRESSIONS
23
Mixed Number
5 78
Mixed numbers can be entered in more than one way, but they each require use of
the mixed number button:
ˆ Enter the whole number part, click on the mixed number button, enter the
numerator, press Enter, and enter the denominator; OR
ˆ Click on the mixed number button, click on the first blue box (for the whole
part), enter the whole number part, press the right arrow, enter the numerator,
move the cursor to the denominator position, and enter the denominator (i.e.,
fill in the boxes).
Repeating Decimal
1.27
ˆ Enter all digits that precede the repeating pattern, including the decimal point
(a period on the keyboard) and any decimal places preceding the pattern, click
on the bar button, and enter the repeating pattern; OR
ˆ Enter all digits, including the decimal point (a period on the keyboard) and
all decimal positions following it, select the repeating pattern only, and click
on the bar button.
q
5
Fraction in square root followed by multiplier
8 ×3
For this example only one input method is given, but others could be suggested:
ˆ Click on the square root sign button, click on the fraction button, enter the
numerator, tab, enter the denominator, then tab, enter an asterisk (from the
keyboard), and enter the multiplier.
List
1, 2, 3
For the purposes of the following example, assume that there is a list consisting of
three components to be entered:
ˆ Enter the first expression, click on the list button (or press the keyboard
comma), enter the second expression, click on the list button, enter the third
expression, click on the list button, and enter the fourth expression; OR
ˆ Click on the list button (or press the keyboard comma) twice, click on the first
blue box, enter the first expression, move the cursor right, enter the second
expression, move the cursor right, and enter the third expression.
Answers with Units
10 cups
There are also some cases where the Answer Editor does part of the formatting.
For example, in problems where answers must be expressed in some kind of units,
such as dollars or candies, the unit expression needed may appear in advance.
Square Root
√
81
ˆ Click on the square root button and enter the expression into the square root
sign; OR
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CHAPTER 4. ASSESSMENT MODE
ˆ Enter the expression you wish to appear under the square root sign, select it,
and click on the square root button.
In the simple example just given the second method reverses the sequence of steps
of the first method. Such complementary methods are typical.
Absolute Value
| − 6|
ˆ Click on the absolute value button and enter the expression whose absolute
value you wish to express; OR
ˆ Enter the expression whose absolute value you wish to express, select it, and
click on the absolute value button.
Exponent
32
ˆ Click on the Exponent button, enter the base, then move the cursor to the
exponent box and enter the exponent; OR
ˆ Enter the expression you wish to raise to a power, click on the exponent button,
and enter the exponent.
NOTE. If the number you wish to raise to a power is an expression consisting of
more than one symbol, it may need to be enclosed in parentheses. The Answer
Editor will not do this for you. If no parentheses are used, only the last symbol
will be raised to a power.
√
Square Root Preceded by Multiplier
2 6
With more complex expressions you can use the mouse to place the cursor in the
needed position, as in the second method:
ˆ Enter the multiplier, click on the square root button, and enter the expression
you wish to be under the square root sign; OR
ˆ Click on the square root button, click to the left of the square root sign, enter
the multiplier, tab (or press the right arrow, or press Enter, or click on the
blue box under the square root sign), and enter the expression you wish to be
under the square root sign.
4.9
Advanced Mathematical Expressions
The following types of mathematical expressions occur in more advanced subjects.
To create a matrix, the user clicks on an icon corresponding to the dimensions
desired (2 × 2, 2 × 3, etc.), then fills in the cells with appropriate values.
For topics involving set notation, there will appear icons for each of the special
symbols required, such as curly braces, “belongs to,” “such that,” the real numbers,
the integers, and so forth.
4.10. THE ANSWER EDITOR FOR THE NUMBER LINE
Figure 4.4: The Answer Editor for the Number Line
4.10
The Answer Editor for the Number Line
The Answer Editor for the number line consists of a number line and tools for placing
full and empty endpoints and segments (Fig. 4.4). To place a segment, mark a point
on the number line with the pencil, then click on that point with either the full or
the empty tool. To place a segment, use the Region tool to click on any point in the
relevant part of the number line. If the user clicks between two endpoints, the segment
will extend to each of them. When the user clicks between an endpoint and an extremity
of the number line, the segment will appear with an arrow to indicate that it continues
to infinity. Click with the eraser to remove any part of the construction.
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CHAPTER 4. ASSESSMENT MODE
Figure 4.5: The Answer Editor for Graphing
4.11
The Answer Editor for Graphing
The Answer Editor for graphing consists of a Cartesian plane with x− and y− coordinate
axes and a selection of other tools for graphing lines and regions of the plane (Fig. 4.5).
To graph a line, use the pencil tool to plot two points. Then, align the straightedge
(ruler) on the two points (it is a “grabby” tool and will jump to a point when it
is near it). Then use the pencil tool to draw the line. Note that the effect of the
straightedge continues past its ends, so there is no need to move it to make a line
going from edge to edge of the depicted plane. The line should be started within
the graph area, however.
To fill in a region, use the region tool and click in the desired region of the plane.
One must draw all lines defining the region before filling it in. In order for one
or more of the lines defining a region to be dotted (as in the graph of a system
containing one or more strict inequalities), click on the line with the dotted line
tool. This may be done before or after the region is filled.
4.11. THE ANSWER EDITOR FOR GRAPHING
To place a point where coordinates are not both integers: use the input field to enter
numerical values (fractions and mixed numbers can be placed using the icons beneath
the field), then click on the icon with horizontal broken line (for the y-coordinate)
or vertical broken line (for the x-coordinate). A broken line will appear on the
plane for each given coordinate. Use the pencil to mark the desired point at their
intersection. Another method is the click on the ordered pair icon (with a comma
separating two boxes in parentheses), enter a pair of coordinates (in terminating
decimal, fractional, or mixed-number form), then click on the icon with a small
Cartesian plane and a point marked by “X.” This will place the point directly on
the plane without using the pencil.
To draw a graph requiring an asymptote, use the asymptote tool (broken horizontal
or vertical line) to place the asymptote as needed. A slanted asymptote may be
placed by first drawing two points and then using the tool with a broken diagonal
line. Plot the additional points needed for the graph, and then click on the graph
button (curved line connecting “X”s).
For each type of conic section, there is a special tool allowing the construction of its
graph. Normally, the user clicks once with the tool to establish the center or vertex
of the graph, and then one or more additional times to determine its final form.
As with the number line, select the eraser tool and click on any part of a line, arc,
or other component to remove it.
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CHAPTER 4. ASSESSMENT MODE
Figure 4.6: The Answer Editor for Histograms
4.12
The Answer Editor for Histograms
The Answer Editor for histograms consists of a space for drawing histograms and icons
(buttons) permitting the creation and adjustment of bars (Fig. 4.6).
Initially, the histogram appears with a small number of bars (e.g., two). The height
of the bars is adjusted by clicking on the top edge of each and holding the mouse
button down while dragging to the desired height. To add bars, click on the icon
with the plus sign; to subtract bars, click on the icon with the minus sign. Each bar
has a space beneath it where an appropriate label can be typed in.
Any bar may be set to any integer height by dragging. To set the height of a bar
at a non-integer value, enter the value in the white area to the upper right of the
histogram, then click on the icon with the broken horizontal line. This will place a
broken line on the histogram at that height. Any bar may then be dragged to the
height of any broken line that has been placed.
4.13. ASSESSMENT REPORT
29
Figure 4.7: Assessment Report
4.13
Assessment Report
At the conclusion of an assessment, the Assessment Report is presented. The interpretation of this report is the same as for pie chart displays found in other places within
ALEKS (such as in “MyPie”).
4.13.1
Standard Report Format
The standard report format is used for all assessment reports. This format consists of
one or more pie charts (Fig. 4.7).
4.13.2
Interpreting the Pie Charts
Pie Charts express the results of a given assessment. They contain the following types
of information:
ˆ which mathematics topics are part of the program;
ˆ the relative importance of the parts of the mathematics program; and
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CHAPTER 4. ASSESSMENT MODE
ˆ to what extent the student has attained the knowledge for each part of the mathematics program, according to the assessment.
Each color-coded slice of the pie chart refers to a particular part of the program, such
as “Whole Numbers” or “Proportions and Percents.” Each slice is marked with an
abbreviation. The meanings of these abbreviations and of the chart’s color-coding are
given in the legend immediately following the pie chart. If the abbreviation next to the
slice is underlined, it means this topic contains concepts the student is most “ready to
learn.”
A pie chart will show only those topics that are part of the math curriculum for the class
indicated. The portion of the chart taken up by any one topic reflects the importance
of that topic relative to others in the given program.
The progress a student has made toward satisfying the program for knowledge in a
given topic is expressed by the degree to which the slice corresponding to that area
is shaded (i.e., filled in with solid color). The measure of progress given by the pie
charts is dependent on the standards for a particular class and is set by teachers and
administrators (See Chapter 8).
When a user places the pointer over one of the slices of the pie charts, the slice pops
out of the pie. A list of the items for that topic the student is currently best ready
to learn will appear. Not every slice necessarily contains such a list, even if the topic
has not yet been fully mastered. If the slice contains concepts, its label is underlined.
This is because a student may not be ready to learn a concept in a given topic (slice)
before concepts in another topic (slice) have been mastered. Clicking on any one of
these concepts takes the user into the Learning Mode, beginning with that concept.
4.13.3
State Standards Report
In some states and for some courses, there will also be an entry in this display giving
access to the state standards report for this student. For a complete description of this
feature, see Sec. 6.4.16.
4.14
Ready to Learn
The concepts given as most “ready to learn” do not represent a casual selection of
concepts that the student has not yet mastered. By resuming study with one of these
concepts, the student is following the most efficient path to mastery of the complete
domain (See Chapter 11).
4.15. PROGRESS BARS
4.15
Progress Bars
Another graphic expression of the student’s progress is given by the bar graphs at the
bottom of the report (“History”). These represent the general extent of the student’s
mastery: the blue portion of each bar represents material that was learned as of the
given assessment, the green portion material mastered in the Learning Mode since that
assessment, and the yellow portion material belonging to the curriculum for the given
level that has yet to be learned. When the bar is entirely blue, the student has completed
the curriculum for a level or levels.
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CHAPTER 4. ASSESSMENT MODE
Chapter 5
Learning Mode
5.1
The ALEKS Learning Mode
The purpose of the Learning Mode is to assist students in mastering mathematical
concepts. Students using ALEKS choose which concepts they wish to work on in the
Learning Mode from the list of concepts the system has determined they are most
prepared to learn. This happens either as the result of an assessment or through the
continuous update of assessment results that is performed by the Learning Mode. Students in the Learning Mode work on those concepts they are best prepared to learn, so
that the benefit of their work is maximized.
In the Learning Mode students always work on one concept at a time. The Learning
Mode provides them with a rich array of resources to help in mastering the concept. This
includes explanations, practice problems, diagnostic feedback on problem solutions, and
access to a student mathematical Dictionary. Moreover, the Learning Mode is designed
to monitor the progress made by students toward mastery of a given concept and advise
them on continuing or changing concepts. A student is required to solve an appropriate
number of practice problems correctly before the system will conclude that the concept
has been mastered. At this point the student is encouraged to choose a new concept
from the (updated) pie chart, but the opportunity to continue to work on this concept
is available if the student wishes. If the student makes mistakes, a greater number of
correct solutions may be required.
If the student has difficulty, the system may suggest closer attention to the explanations
or offer the name of a classmate who has recently mastered this concept. A new selection
may also be encouraged.
The student continues to work in the Learning Mode until a new assessment is ordered,
either by the teacher or automatically when a certain amount of time has been spent
or a certain amount of progress has been made since the last assessment (See Sec. 4.3).
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CHAPTER 5. LEARNING MODE
Figure 5.1: The Options Page
5.2
5.2.1
Buttons
Exit
One can end a session with ALEKS in either of two ways: click on the “Exit” button
at the upper left-hand corner of the browser window or simply close the window in
one of the ways provided by the browser. Also, if no input is supplied to the system
for 30 minutes the session is terminated automatically. No matter which way you
exit, ALEKS will return you to the same place when you next log on.
5.2.2
English
The Language menu can be used to switch back and forth between English and
Spanish versions of ALEKS. The Spanish translation of ALEKS is complete for
courses used in Grades 3 through 11.
5.2.3
Options
The “Options” button opens a page containing the user’s current registration information (with a link for changing the Password), course and instructor (with a link
for changing the course), a checkbox for joining “Ask a Friend” (See Sec. 5.7), and
5.2. BUTTONS
the beginning and expiration dates of the account (Fig. 5.1). “Report” connects to a
menu of all assessment reports (See Sec. 5.2.5.). “History” displays a list of concepts
the student has worked on recently, indicating the level of mastery achieved and providing the opportunity to return to that concept for further practice. Clicking on
“Done” returns to the Learning Mode.
5.2.4
Print
To print the contents of the ALEKS display, click the “Print” button on the menu
bar. This transforms the display into a form suitable for printing. Next, click on
the browser’s “Print” button, or use whatever keyboard equivalent is provided. The
procedure is the same as for printing any web page. To return to the Learning
Mode, close or minimize the window that was printed.
5.2.5
Report
Clicking on the “Report” button displays a menu of all past assessments, with the
most recent displayed by default. Any assessment can be selected (by date) from
the menu. Then click “OK” to see the results of that assessment. This will include
one or more pie charts, a list of concepts recently learned, a list of concepts most
ready to be learned, and the progress bar graphs (See Sec. 4.15). To return to the
Learning Mode, click “Done.”
NOTE. Click on the link “and many other more elementary concepts.” to see a complete list of topics mastered.
5.2.6
Dictionary
Clicking on the “Dictionary” button produces a new browser window with an index
of entries in the online student mathematics Dictionary. Click on any entry to view
the definition. Remember that the Dictionary can also be accessed by clicking on
underlined words (hypertext links) anywhere in the Learning Mode. Dictionary
definitions are designed to present concepts in their simplest form first, moving into
greater depth as the definition proceeds (See Sec. 5.3.5). Close or minimize the
Dictionary window to return to the Learning Mode.
5.2.7
Calculator
The Calculator button will light up (become enabled) on topics where ALEKS permits use of a calculator. Click on this button to use the online calculator.
35
36
5.2.8
CHAPTER 5. LEARNING MODE
Review
The “Review” button gives a list of concepts the student has recently worked on
in the Learning Mode (See Sec. 5.5). One can click any of these concepts to get
further practice on it. There is also an option for “more extensive review.” Click
on “Done” to return to the Learning Mode.
5.2.9
Worksheet
The student may obtain an individualized, printable homework sheet by clicking
“Worksheet.” The questions on the worksheet are based on that student’s most
recent work in ALEKS (See Sec. 5.6).
5.2.10
Quiz
The student can take a quiz assigned by the teacher or check the results of quizzes
already taken by clicking “Quiz.” If a quiz has been “scheduled” by the teacher,
however, the student does not need to use this button; when the student logs on
during the time the quiz has be taken it will begin automatically (See Sec. 7.11).
5.2.11
Message
The student can use the “Message” button to check for messages from the teacher
or administrator, and send or respond to messages if this has been enabled (See
Secs. 7.12, 7.13). It is also possible to send messages directly to ALEKS Corporation.
Click on “Done” to return to the Learning Mode.
5.2. BUTTONS
37
Figure 5.2: The Help Menu
5.2.12
Help
The “Help” button in the Assessment and Learning Modes provides detailed assistance with use of the Answer Editor (Fig. 5.2). The Help Menu contains a list of
questions on how to use the various icons of the Answer Editor; clicking any one of
these leads to a brief refresher tutorial on the use of the icon.
5.2.13
MyPie
Clicking on “MyPie” produces a pie chart display reflecting the current state of the
student’s mastery in the Learning Mode (See Sec. 4.13). The student can use this
button to select a new concept to work on from among those currently most “ready
to learn.”
38
CHAPTER 5. LEARNING MODE
Figure 5.3: Item Page
5.3
The Learning Mode Interface
5.3.1
Item Page
After clicking on the name of an item from their pie chart, the student comes to an
item page containing the title of the current item, such as “Absolute Value of a Negative
Integer,” followed by a problem or instance of that item (Fig. 5.3). Mathematical terms
are underlined and set off as hyperlinks (clicking on these will open the Dictionary).
There is, however, no Answer Editor: the answer to the problem must be given on the
Practice page.
Underneath the problem are two buttons, “Practice” and “Explain.” Clicking on “Explain” goes to a detailed explanation of the item with additional Dictionary links. Clicking on “Practice” goes to a page containing the Answer Editor and provides the opportunity to attempt solving the problem.
5.3. THE LEARNING MODE INTERFACE
Figure 5.4: Explanation Page
5.3.2
Explanation Page
Like the item page, the explanation page (Fig. 5.4) begins with the title of the current
item and an instance of that item. The answer to the problem is supplied at the end of
the explanation.
Here again, mathematical terms are linked to Dictionary definitions. The system may
suggest looking up certain key terms to help with the explanation (especially if the explanation has already been visited). At the bottom of the page is the “Practice” button.
Clicking on this button produces a new instance of the same problem-type. Sometimes
there may also be a button for “Additional Explanation” or “Detailed Explanation.”
You can always return to the pie chart to choose a different topic by clicking on the
“MyPie” icon.
5.3.3
Practice Page
This page displays an instance of the problem, followed by the Answer Editor. This is
where a solution to the problem can be attempted (Fig. 5.5). All practice problems are
generated by algorithms with random selection of numerical values values so that the
variety of problem instances for any item is very great.
Underneath the Answer Editor are buttons labeled “Next” and “Explain.” Clicking
on “Next” has the same effect as described for the Assessment Mode: it submits the
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CHAPTER 5. LEARNING MODE
Figure 5.5: Practice Page
answer. Here, however, the user finds out immediately whether the answer is right or
wrong. If it was correct, a new problem is presented or (if the system believes this topic
has been mastered) a choice of new items is offered. Wrong answers will return the
presentation of the original problem (on the Wrong Answer page) with feedback on the
student’s error. Students can then click on “Explain.”
5.3. THE LEARNING MODE INTERFACE
Figure 5.6: Wrong Answer Page
5.3.4
Wrong Answer Page
The wrong answer page appears only after an incorrect answer has been submitted on
the practice page (Fig. 5.6). It is identical to the previous page except that the system
explains the answer is wrong, and offers advice on what went wrong and which words
might be looked up in the Dictionary.
The old, incorrect answer appears in the Answer Editor, where it can be corrected and
resubmitted. Again, clicking on “Explain” is an option that leads to an explanation of
the problem.
5.3.5
Dictionary
The online mathematics dictionary is always available in the Learning Mode. In addition
to the Dictionary menu (button), links to the Dictionary appear in explanations, item
descriptions, and in the feedback.
Clicking on a link to the Dictionary creates a new window on top of the ALEKS interface. At the top of the window is a bar with an Index button and text entry field
(Fig. 5.7). The “Index” button gives access to an index of all the Dictionary’s headings and subheadings. Beneath this bar is the Dictionary entry, with links to other
entries and graphic illustrations as appropriate. The window can be closed after use or
minimized for quicker access the next time needed.
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CHAPTER 5. LEARNING MODE
Figure 5.7: Dictionary
5.4
Feedback in Learning Mode
In the Learning Mode feedback is integrated into a sophisticated system of guidance
for the student. Some errors prompt ALEKS to give specific hints and suggestions
(Fig. 5.6). For example, it may say that a fractional answer needs to be reduced or that
a list of expressions is incomplete. After a right answer the system will ask a limited
number of questions for the same concept before judging that it has been mastered.
If an item is missed too many times, however, a new topic will be suggested. If a
concept has been left without mastery being attained, however, the system may suggest
returning to it after one or two other topics have been covered.
5.5
Review
A student using ALEKS can review topics recently worked on in the Learning Mode
by using the “Review” button (Fig. 5.8). Clicking on any of these topics provides the
chance for additional practice; this is particularly useful when the student knows that a
new assessment is imminent. When the student has not yet worked in Learning Mode
since a new assessment, this list may be empty. “More Extensive Review” gives a
comprehensive list of all topics mastered by the student for brief, summary review.
The Review page also contains a link to the Worksheet (See Sec. 5.6).
NOTE. The system will sometimes automatically offer a student the option of reviewing
5.6. WORKSHEET
43
Figure 5.8: Review
past material at the time of login.
5.6
Worksheet
A student using ALEKS can obtain an individualized, printable homework sheet (in
.pdf format) containing 16 practice questions based on the student’s most recent work
in ALEKS by clicking the “Worksheet” button (or the “Review” button) (Fig. 5.9).
When the student does this, a sheet containing answers for this individual worksheet
(labeled with the student’s name and the date) is sent to the teacher via the ALEKS
message system (See Sec. 7.13). The teacher may set the option for this feature so that
there are 12 review questions and 4 “Extra Credit” questions (See Sec. 7.17).
A record will be kept on the Worksheet page of all worksheets produced by the student.
The student can click on the link for any past worksheet in order to obtain that worksheet again. If the teacher has permitted access to worksheet answers, there will also
be links on this page to answer keys for each of the worksheets (See Sec. 7.17).
NOTE. In order to view or print documents in .pdf format, such as the ALEKS worksheet, Adobe Acrobat or Adobe Acrobat Reader must be installed on your computer.
Most computers have this software. If for any reason your computer does not, there is
a link on the ALEKS Worksheet page to download it. Also, because the worksheet is
opened in a new browser window, it may be necessary to disable your popup blocker
temporarily in order to produce the ALEKS worksheet.
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CHAPTER 5. LEARNING MODE
Figure 5.9: Worksheet
5.7
Ask a Friend
Under some circumstances, a button marked “Ask a Friend” will appear at the bottom
of the page in the Learning Mode, next to the “Explain” button. Clicking on this
button enables the student to ask for help from another student using ALEKS in the
same class.
The button appears only if (1) the teacher or school administrator has made this feature
active, (2) the student was unsuccessful in answering this concept, and (3) there is
another student who has successfully answered the concept and who has chosen to
participate in the “Ask a Friend” component.
Chapter 6
Teacher Module: Basic Interface
The basic interface to the ALEKS Teacher Module was designed for the greatest possible
ease of use. Although all parts of ALEKS can be used without training or documentation, the wealth of features in the Teacher Module is not easily grasped by a first-time
user. The basic interface, to address this need, has been constructed to be a fully functional, menu-driven gateway to the ALEKS Teacher Module. Once common operations
are familiar, the teacher may prefer to bypass the basic interface and work directly in
the advanced interface, which is somewhat more powerful, especially in the fewer steps
needed to accomplish tasks and in the possibilities for combining tasks and working
with groups.
Wherever possible in this chapter, descriptions of operations in the basic Teacher Module are cross-referenced to descriptions of similar operations in the Advanced Teacher
Module.
The essential method of the basic interface is what software designers call the “wizard.”
This method breaks a task down into steps and leads the user through those steps,
asking questions and confirming the accuracy of information and decisions as it goes.
The wizard minimizes the likelihood that the user will become lost or confused or take
an unintended action while using the system. The use of the wizard interface involves
a tradeoff between the number of steps required for a given action and the degree of
familiarity expected of the user.
Throughout the Teacher Module (as we will call the basic interface in this chapter)
there is a left-hand sidebar with links to the major areas of the Teacher Module: “How
do I,” “Class Admin,” “School Admin” (available to users with Administrator status),
“Reporting,” “Taking Actions,” and “Advanced” (Fig. 6.1). The links are all active
when the user has selected a class for the focus of Teacher Module functions. These
areas will be explained in the following sections. Also, each page of the Teacher Module
contains a link to the Message Center, which can be used at any time to send queries
or messages to ALEKS Corporation Customer Support.
Like the Advanced Teacher Module, the basic Teacher Module offers different capacities
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CHAPTER 6. TEACHER MODULE: BASIC INTERFACE
Figure 6.1: Teacher Module
to users who are registered in ALEKS with Administrator status, as opposed to those
with Teacher status. Essentially, a Teacher has control only over those classes for which
she or he is the teacher; an Administrator has control over all classes for all teachers in
the school, exactly as though he or she were the teacher for each of those classes.
In the following, the parenthetical notation “(Administrator)” indicates which areas,
operations, and parts of operations are available only to users with Administrator status.
6.1
How do I
The first page to appear when you log on to your Teacher Module account is a list of
the classes currently set up in your Teacher account. Click on one of these classes to
indicate that it will be the focus of your next actions. You can change the class you
are working with at any time by using a menu of current classes just at the top of your
Teacher Module page (labeled “My Class”). It is also possible to create a new class
from this initial page, using the link at the bottom marked “Create a new class.”
The first thing you will notice on the home page of the Teacher Module (called “How
do I”) is a brief list of the most common actions that you may wish to take (e.g.,
6.1. HOW DO I
47
Figure 6.2: How do I Questions
“Customize this class’). Click any one of these items to initiate the action.
Underneath this list is menu of questions. These questions correspond to a longer list
of the most frequently performed operations in the Teacher Module, such as “How
do I change someone’s password?” or “How do I create a new teacher account?” By
choosing the last item, “More,” in the menu, or clicking “full list,” you can see the entire
list of questions, arranged by category (Fig. 6.2). These categories are also included
in the links featured in the left-hand sidebar of the Teacher Module: “Class Admin,”
“School Admin” (Administrator), “Reporting,” “Taking Actions,” and “Advanced.”
Along with “How do I” (for the home page), these are available from anywhere in the
Teacher Module.
The questions on “How do I” are simply a way of getting quickly to the tutorial descriptions found in the Teacher Module. For example, clicking on “How do I move a
student from one class to another?” brings you to the page for “Move a student from
one class to another,” which can also be found by clicking the sidebar link for “Class
Admin.”
The “How do I” page contains an email link and telephone number for contacting
ALEKS Corporation Customer Support. Questions and messages can also be sent
directly to ALEKS Corporation Customer support using the Message Center links found
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CHAPTER 6. TEACHER MODULE: BASIC INTERFACE
Figure 6.3: Class Admin
on each page of the Teacher Module.
6.2
Class Admin
Class Admin is concerned with the creation and management of classes in ALEKS, and
is available to all teachers for ALEKS in a given school (Fig. 6.3). This area of the
Teacher Module will be needed especially around the beginning of a new term or class,
and also as the term proceeds, when students complete domains in ALEKS and need
to be moved up to new ones.
6.2.1
Create a new course
See also Section 7.17.
ˆ (Administrator) click on a name from a list of existing teachers;
ˆ enter name of class, choose topic, and click “Save”;
ˆ receive Class Code for new class, with option for further customization (below).
6.2. CLASS ADMIN
6.2.2
View all your courses and course codes
This command is useful for obtaining an overview of the classes you are teaching.
ˆ for each class (Administrator: for each teacher), view name, topic, teacher (Administrator), number of students, and Class Code.
6.2.3
Customize a course
See also Section 7.18.
ˆ click “Course name or topic taught; edit name and topic of class and click “Save”;
ˆ click “Textbook used for teaching”; choose textbook to be linked to class in ALEKS
and click “Next”; set dates for completion of textbook chapters and click “Save”;
ˆ click “Content editor”; click boxes to remove topic areas from class coverage and
click “Save” (see also Section 7.24);
ˆ click “Content List”; view list of topics currently included in class coverage; click
individual topics to see sample problems;
ˆ click “Worksheet”; check options for access to Worksheet answers and click “Save”;
ALEKS has powerful features for organizing the content of courses according to the
textbook being used. Please see Sec. 7.19 for a complete description.
6.2.4
Password issues
See also Section 7.21.
ˆ click on name from list of students in class;
ˆ enter new password twice and click “Save.”
6.2.5
Account preferences
See also Section 7.16.
ˆ edit own title, name, status options, email, and email/message options and click
“Save.”
6.2.6
Student Account preferences
See also Section 7.21.
ˆ click on name from list of students in class;
ˆ edit name, email, and active status of student and click “Save.”
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6.2.7
Move a student from one class to another
See also Section 7.20.
ˆ click on name from list of students in class;
ˆ click on name from list of classes (Administrator: for each teacher) to move student
to that class.
NOTE. This procedure is fine for moving one student at a time. If groups of students
need to be moved, see Section 7.20.
6.2.8
Unenroll a student from a class
See also Section 7.20.
ˆ click “Select All” if all students are to be unenrolled, or click “Select None” to
cancel section, or click the names of students to select them individually, and then
click “Next”;
ˆ click “Confirm” to confirm unenrollment of student or students.
6.2.9
Delete a class
See also Section 7.18.
ˆ click “Confirm” to confirm deletion of empty class.
Note that a class must be empty (contain no students) before it can be deleted. See
above, “Unenroll a student from a class.”
6.3. SCHOOL ADMIN (ADMINISTRATOR)
Figure 6.4: School Admin
6.3
School Admin (Administrator)
School Admin allows the ALEKS Administrator(s) for a given school to create and
manage the accounts of teachers using ALEKS, and is accessible only to users with Administrator status (Fig. 6.4). In most cases, teachers, once they are enrolled in ALEKS,
will be able to manage their own accounts, and will require little or no assistance from
the Administrator.
6.3.1
Create a new teacher account
See also Section 7.15.
ˆ fill in title, name, and administrator status (Administrator) and click “Next”;
ˆ edit Login Name, set Password, and click “Save”;
ˆ option to create classes for new teacher (below).
6.3.2
Password issues
See also Section 7.16.
ˆ click on a name from a list of existing teachers (including self);
ˆ enter new password twice and click “Save.”
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6.3.3
Teacher account preferences
See also Section 7.16.
ˆ click on a name from a list of existing teachers (including self);
ˆ edit title, name, status options, email, and email/message options and click “Save.”
6.3.4
Move a class from one teacher to another
See also Section 7.18.
ˆ click on a name from a list of existing teachers (including self) to transfer class to
that teacher.
6.3.5
Delete an Teacher Account
See also Section 7.16.
ˆ click on a name from a list of existing teachers (including self);
ˆ click “Confirm” to confirm deletion of teacher account (possible only if the teacher
does not currently have classes in ALEKS).
6.4. REPORTING
53
Figure 6.5: Reporting
6.4
Reporting
Reporting should be used frequently during a class taught with ALEKS to monitor the
students’ use of and progress in the system.
After you click on the link for “Reporting,” a series of options for reporting will be
shown (Fig. 6.5).
6.4.1
Class Progress options
The rows in the “Progress” views contain bar graphs showing students’ performance
on and following dated assessments. You can use the students’ Login Names or id’s
rather than their names as the identifier in the left-hand column; simply click on the
corresponding link at the top of that column. This may be useful when the data from
this page needs to be downloaded and stored in a particular format for administrative
purposes.
Each student’s name is linked to their individual Progress page (See Sec. 6.4.17).
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CHAPTER 6. TEACHER MODULE: BASIC INTERFACE
6.4.2
Download Excel spreadsheet
A link at the top of the page allows you to download the data in Excel spreadsheet
format.
6.4.3
Sorting
The information in the Class Progress page can be sorted on any of the columns. Simply
click on the header or footer of a column to sort on that column; a second click switches
between ascending and descending order.
6.4.4
Statistical information
Most display options provide additional types of statistical information on student
progress in the right-hand part of the display. Their significance varies according to
the display option, and is indicated in the column headings. One or more fields may
be blank if the information gathered for that student is not sufficient at a particular
time. It is also possible to choose “Time to Completion”; this indicates the estimated
time necessary for individual students to complete the course goals based on average
progress for the period chosen. Where the Intermediate Objectives are in use, this also
shows “Time to Current Objective” (See Sec. 7.23).
6.4. REPORTING
55
Figure 6.6: State standards report
6.4.5
State standards report
State standards report analyzes the current progress of the class in terms of the
strands and substrands of the applicable state standards. For each strand, a vertical
bar graph at the top of the display shows the satisfaction of that strand as measured
by ALEKS; the numbers beneath each bar indicate the proportion of substrands under
that strand which have been satisfied by the students, according to the parameters set
beneath the bars. The options appearing beneath the bars enable the teacher to choose:
ˆ what percentage of ALEKS items supporting a substrand must be completed by a
student for the student to be considered as having satisfied that substrand;
ˆ how the students’ mastery of items will be determined: by initial assessment, by
most recent assessment, or by most recent work in the Learning Mode;
ˆ which students will be used to calculate levels of achievement: all students in the
class, or students who have spent certain amounts of time (10, 20, 40, or 60 hours)
using their ALEKS accounts.
Further down the page, the display provides complete detail on standards-based achieve-
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CHAPTER 6. TEACHER MODULE: BASIC INTERFACE
ment by the class. The teacher can choose to see this detail organized by student (which
substrands have been mastered by each student) or by substrand (what the precise
level of satisfaction is for each substrand, with lists of ALEKS items supporting the
substrands and how many of them individual students have mastered).
This report is also available in the Advanced Teacher Module (See Sec. 7.8.1).
6.4. REPORTING
Figure 6.7: Individual learning progress since latest assessment
6.4.6
Individual learning progress since latest assessment
Individual learning progress since latest assessment displays a list of the students
in the class, each with a single bar graph showing the most recent assessment and
progress made since that assessment (Fig. 6.7). All students who have completed at
least one assessment have bar graphs. The blue portion of the bar graph shows mastery
as of the most recent assessment, and the green portion shows progress in the Learning
Mode since that assessment.
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CHAPTER 6. TEACHER MODULE: BASIC INTERFACE
Figure 6.8: Individual detailed progress history
6.4.7
Individual detailed progress history
Individual detailed progress history displays a list of the students in the class, each
with a series of bar graphs for each assessment taken to date (Fig. 6.8). For each student
who has taken at least one assessment, there is a bar graph shown for each assessment
taken in the last 6 months (other periods may also be chosen). The blue part of the
bar shows mastery on the assessment, and the green part additional mastery achieved
in Learning Mode following that assessment (but before any subsequent assessment).
6.4. REPORTING
59
Figure 6.9: Individual overall progress in assessment
6.4.8
Individual overall progress in assessment
Individual overall progress in assessment displays a list of the students in the
class, each with a single bar graph showing the progress made between that student’s
first and most recent assessments (Fig. 6.9). All students who have completed at least
two assessments have bar graphs. The blue portion of the bar graph shows mastery as
of the first assessment, and the light blue portion shows progress made between that
assessment and the most recent assessment taken.
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CHAPTER 6. TEACHER MODULE: BASIC INTERFACE
Figure 6.10: Scheduled Assessment Report
6.4.9
Scheduled assessment report
Scheduled assessment report shows the results of an assessment that has been scheduled for the class in the form of a series of bar graphs (Fig. 6.10). The blue portion of
each bar graph shows the student’s knowledge as measured by the assessment; subsequent progress in Learning Mode is not shown in this view. Grades for the assessment
are shown if the teacher has chosen to grade the assessment (See Sec. 6.5.1). A menu
at the top of the display can be used to choose earlier scheduled assessments.
6.4. REPORTING
61
Figure 6.11: Average report (pie chart)
6.4.10
Average report (pie chart)
Average report (pie chart) displays one or more combined pie charts for the class,
showing its average progress toward mastery of the curriculum (Fig. 6.11).
6.4.11
Display options for Average Report
Beneath the pie charts there are other kinds of analysis available for class assessment
data. Choose “Average,” “Ready to learn (learning),” “Ready to learn (assessment),”
“What students can do (learning),” or “What students can do (assessment)” from the
“Display Mode” menu and click on “OK” to display results.
6.4.12
Average
This option produces a list of the specific concepts mastered by a percentage of the
students, as of their most recent assessment. The list is organized by general categories
(Fig. 7.6). For each concept, the percentage of students in the class who demonstrated
mastery is given.
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CHAPTER 6. TEACHER MODULE: BASIC INTERFACE
6.4.13
Ready to learn
This option also shows a list of specific concepts, organized by general categories. For
each concept, it shows the number of students in the class who are ready to learn
that concept in the Learning Mode (learning) or as of their most recent assessment
(assessment). Clicking on the number of students will display a list of their names;
there also appears a link for sending a message to all the students in the group so
defined (See Secs. 7.12, 7.13). The button “Open All” displays all students’ names in
each group (with links).
6.4.14
What students can do
This option also shows a list of specific concepts, organized by general categories. For
each concept, it shows the number of students in the class who have recently mastered
that concept in the Learning Mode (learning) or as of their last assessment (assessment).
Clicking on the number of students will display a list of their names; there also appears
a link for sending a message to all the students in the group so defined (See Secs. 7.12,
7.13). The button “Open All” displays all students’ names in each group (with links).
6.4. REPORTING
63
Figure 6.12: Quiz results for all the students
6.4.15
Quiz results for all the students
Quiz results for all the students shows the results on any given quiz for all students
in the class who took the quiz (Fig. 6.12). Clicking on the Date Submitted for any
particular quiz will give the individual results of that quiz by question. It will also be
possible to see the individual questions and the answers that the student submitted for
them. Please also note the option to view quiz results on a per-question basis, which
can be useful in identifying the specific class strengths and weakness shown by the quiz
results.
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CHAPTER 6. TEACHER MODULE: BASIC INTERFACE
Figure 6.13: State standards report for a single student
6.4.16
State standards report for a single student
State standards report for a single student analyzes the student’s current progress
in terms of the substrands of the applicable state standard. For each substrand, the
page indicates how many ALEKS items supporting that substrand have been mastered
by the student, with detail available on the specific items mastered and not mastered.
This report is also available in the Advanced Teacher Module (See Sec. 7.6.2) and in
the student’s own account (See Sec. 4.13.3).
6.4. REPORTING
Figure 6.14: Progress report for a single student in this class
6.4.17
Progress report for a single student in this class
Progress report for a single student in this class displays a list of bar graphs for
the single student chosen. There is one row for each assessment that the student has
taken, with dates (linked to the Report page for that assessment) (Fig. 6.14). Each row
contains one to three bar graphs, depending on the student’s grade. Each bar graph
measures the student’s mastery as of the given assessment as seen by the blue portion
of the bar. Progress made in the Learning Mode subsequently to that assessment (but
before the next assessment, if there is one) is measured by the green portion of the bar.
There are also percentage values given beneath the bar for the blue and green portions
of the bars; for example, 57+9% means that the last assessment showed 57% mastery,
and that subsequent work in the Learning Mode added another 9% mastery. If there
is more than one bar per row, they will correspond to the programs for the previous
grade, the current grade, and the subsequent grade.
Information on each assessment, total hours and weeks spent subsequently in the Learning Mode (up to the time of the next assessment) with average numbers of items gained
per hour and per week is also provided (optionally, this shows the time left to completion
of course goals).
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CHAPTER 6. TEACHER MODULE: BASIC INTERFACE
Figure 6.15: Report for a single student in this class
6.4.18
Report for a single student in this class (pie chart)
Report for a single student in this class (pie chart) displays one or more pie
charts for the single student chosen, showing the student’s current progress toward
mastery of the curriculum (Fig. 6.15). There is also a menu giving access to earlier
points in the student’s progress.
Beneath the pie charts is a list of concepts that the student has mastered recently
(“What Name Can Do”) and another list of concepts that the student is currently (as
of the given assessment) most ready to begin learning (“Ready to Learn”). There may
also be a summary of the student’s history in ALEKS (“History”) and a log of work in
the Learning Mode following that assessment (“Learning Log”). There are also buttons
allowing the teacher to request or cancel an assessment for that student and to edit
Intermediate Objectives (See Sec. 7.23).
6.4.19
Complete list of topics mastered
Click on the link “and many other more elementary concepts.” to see a complete list of
topics mastered by the student.
6.5. TAKING ACTIONS
67
Figure 6.16: Taking Actions
6.4.20
Quiz results for a particular student
Quiz results for a particular student shows the results for any given student on
any quizzes taken by that student.
6.5
Taking Actions
Additional class management features are available under “Taking Actions” (Fig. 6.16).
Many of these are ways of providing assignments to the students in the class.
6.5.1
Schedule a new assessment
See also Section 7.10.
ˆ provide name and date for assessment and click “Next” (Fig. 6.17);
ˆ provide start time for assessment with option for more detailed scheduling (prevent
automatic assessment up to 7 days in advance, trigger assessment on specified day
only, restrict assessment to school; assign grading scale to assessment) and click
“Save.”
In order to schedule a class assessment, the teacher is asked to specify the name of the
assessment (by default, a scheduled assessment is called “Requested Assessment” plus its
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CHAPTER 6. TEACHER MODULE: BASIC INTERFACE
Figure 6.17: Schedule a new assessment
number), a date (by default the current date), and a time (by default the current time)
(Fig. 7.8). “Detailed scheduling options” permit the teacher to restrict the assessment
to campus and to limit the time when it can be begun. When this information has been
given, the teacher schedules the assessment by clicking “Save.” If all the defaults are
left, the students will immediately enter Assessment Mode at their next login. If a later
date and/or time are chosen, the students will enter Assessment Mode the next time
they log in after that date and time. The calendar graphic provides a quick and easy
way to choose the date of an assessment (click on the calendar thumbnail to use this
feature).
NOTE. A Progress Assessment will tend to focus its questions on the material most
recently learned by the student, and will be shorter than a Comprehensive Assessment. A Comprehensive Assessment is a bit longer, but will question the student more
comprehensively on material covered in the course product. If an assessment is being
given to determine students’ overall mastery at the end of a course, the Comprehensive
Assessment should be used.
6.5.2
Detailed scheduling options
You can block automatic assessments for up to 7 days prior to a scheduled assessment
(useful to avoid having some students assessed twice in a row); limit the effect of a
scheduled assessment to the day it is assigned to or control the period of time during
which it is in effect. If an assessment is limited to the assigned day, a student logging
6.5. TAKING ACTIONS
Figure 6.18: Grading with Scheduled Assessment
on to ALEKS on that day (after the start time) will be assessed, but if the student
does not log on that day that student will not be assessed until the next automatic
or scheduled assessment. The period during which the assessment is in effect can be
extended for a number of days.
6.5.3
Grading with Scheduled Assessments
You can assign a grading scheme to this assessment only. The Grades feature uses a
chart with sliders (Fig. 6.18). The grades received by students on scheduled assessments
can be seen under “Scheduled Assessment Report” (See Sec. 6.4.9).
The three buttons under the graph determine the use of the evaluation: if “Disabled,”
no one sees it; if “Private,” the teacher sees it but the students do not; if “Public,” the
teacher sees it and each student sees it for their own work.
The graph has sliders, with labels referring to the intervals they define. Additional
sliders may be placed by dragging the right-hand or left-hand sliders, or sliders may be
removed by dragging them off to the right or left. The sliders may be set and the labels
edited as the teacher desires. To change the label on a new or existing slider, select the
text of the current label, retype as desired, and then press “Return.”
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6.5.4
Cancel an assessment
See also Section 7.10.
ˆ click on name from list of scheduled assessments;
ˆ click “Save” to confirm cancellation of assessment.
6.5.5
Change the name, date, grading scale of an assessment
See also Section 7.10.
ˆ click on name from list of scheduled assessments, with option to schedule new
assessment;
ˆ click link to modify grading scale, name, date, or other property of assessment;
ˆ modify settings and click “Save” (possible option for more detailed settings).
6.5.6
Create a quiz
See also Section 7.11.
ˆ enter a name for the quiz, or leave the name provided (“Quiz N”), and click “Next”
(you can also use the link provided to copy an existing quiz, if there is a quiz in
existence for this kind of class);
ˆ select from the list of topics in the left-hand window either by dragging topics into
the right-hand window, or by highlighting topics and clicking “Add”, then click
“Save”;
ˆ use the links provided to continue editing the topics on the quiz, assign a grading
scale, change how the quiz is made available to your students, or assign the quiz
to some group of students within the class.
NOTE. Often it is necessary to provide a “makeup” quiz to some students. This can
easily be done by copying the original quiz, then editing it so that it is assigned only to
the students needing the makeup.
6.5.7
Tips for making quizzes
Double-click on the name of any topic to see a sample problem. Topics can be selected
in continuous groups using the Shift key or discontinuous groups using Ctrl; the entire
folder is selected by using Ctrl-a.
The Quiz feature in ALEKS allows teachers to create quizzes for their students using
any topics in the ALEKS domain. These quizzes are administered through ALEKS and
scored automatically, with optional use of a grading scale set by the teacher. Quizzes
6.5. TAKING ACTIONS
may be scheduled for particular days and times, or they may be made available for the
students in a class to take when they are ready (“Homework Quiz”). The results of
quizzes can be seen through the reporting features of ALEKS, but do not influence the
students’ knowledge states or their guided learning in ALEKS.
6.5.8
Grading with quizzes
The grading scale used with quizzes is like the one used for assessments (See Sec. 6.5.3).
As with assessments, grading is not obligatory; if no grading scale is set, the students
and the teacher will only see the percentage of questions answered correctly.
6.5.9
Availability of quizzes to students.
By default, quizzes are made available to students as “Homework Quizzes.” This means
that the student is not forced into the quiz by ALEKS; rather, the student clicks the
“Quiz” button when they are ready to take the quiz (See Sec. 5.2.10). If this option is
chosen, the teacher must indicate a due date for the quiz, after which the quiz will no
longer be available to students. A message can also be sent to students informing them
that the quiz has been assigned.
Quizzes may also be “hidden” for later availability to students (“Don’t make this quiz
available yet”), or they may be scheduled. A graphic calendar is provided for easy
scheduling of quizzes. If the quiz is scheduled, the teacher will have options for specifying
the time of day it is to begin, the time limit on the quiz, whether students are notified,
how many days the quiz should be in effect (“Window of time to take the quiz”), whether
the quiz is restricted to the school, and prevention of automatic assessments up to five
days before the quiz is scheduled.
The quiz may be assigned to all the students in the class or, optionally, to some group
within the class.
6.5.10
Edit a quiz
See also Section 7.11.
ˆ click on name from a list of existing quizzes;
ˆ modify the quiz using the features described above.
6.5.11
Delete a quiz
See also Section 7.11.
ˆ click on name from a list of existing quizzes;
ˆ click on “Confirm” to delete the quiz, or “Cancel” to leave it.
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Figure 6.19: Advanced
6.5.12
Authorize a student account
See also Section 7.22.
NOTE. If there are students waiting for authorization, there will be a notification
appearing to the teacher immediately upon login. You can click on the link in this
notification to go directly to the authorization page (See Sec. 3.8).
ˆ if there are any students waiting for authorization, check the “Authorize” box next
to their names, or use the option “Authorize every account below”;
ˆ click the “Delete” box for any duplicate names, then click “Next”;
ˆ check the availability of licenses for new students, then click “Next” to complete
the authorization process. Clicking “Back” will enable you to modify your selection
of students for authorization.
6.6
Advanced
On clicking this link, the user is shown a brief explanation of how the Advanced Teacher
Module differs from the standard one (Fig. 6.19).
Teachers using ALEKS should not be intimidated about trying the advanced interface.
It is a visual or graphic (“point and click”) interface based on a model of directories, files,
and actions applied to files and directories, which is essentially shared by all modern
6.6. ADVANCED
computer systems. With even slight familiarity, most users will have no difficulty using
it (See Chapters 7-8).
6.6.1
Show me a tutorial for the “Advanced” Teacher Module.
The Tutorial for the Advanced Teacher Module is a complete guide to the most commonlyused features of this area (See Sec. 7.2). From within the Advanced Teacher Module,
it is possible to retake the Tutorial at any time or to review parts of it by using the
“Help” button.
ˆ click “Next” to enter the Tutorial for the Advanced Teacher Module.
6.6.2
Enter the “Advanced” Teacher Module now.
When a teacher has achieved a certain level of familiarity with the Teacher Module,
she or he may wish to try using the advanced interface, or even to use the advanced
interface exclusively. As noted, the Advanced Teacher Module has certain advantages
of efficiency and flexibility, especially in operations affecting groups of students.
ˆ click “Next” to enter the Advanced Teacher Module (optionally, set your preferences to log directly into the Advanced Teacher Module when using this account).
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Chapter 7
Advanced Teacher Module: Results &
Progress
7.1
The ALEKS Advanced Teacher Module
The Advanced Teacher Module interface provides an array of features enabling teachers
having some familiarity with ALEKS to carry out management and monitoring of their
classes with more efficiency and power. The Advanced Teacher module is entered from
the basic Teacher Module by clicking “Advanced”; teachers may also choose to make
the advanced interface their default interface for the ALEKS Teacher Module. Teachers
using the Advanced Teacher Module can return to the basic Teacher Module at any
time by using the link, “Go to the Basic Teacher Module,” located at the top of the
Advanced Teacher Module window.
7.2
Teacher Tutorial (Advanced Teacher Module)
The Tutorial for the Advanced Teacher Module is designed to parallel the function of
the Tutorial taken by all student users of ALEKS when they first register with the
system. It introduces the teacher to the features of the ALEKS Advanced Teacher
Module in a brief, but thorough, interactive way, and will give teachers who choose this
interface confidence in carrying out the operations needed to effectively monitor and
manage their ALEKS classes.
The Tutorial for the Advanced Teacher Module reproduces the advanced ALEKS interface and poses the teacher a series of tasks involving the interface tools (Fig. 7.1). The
teacher proceeds to the next page by carrying out the current task; feedback is provided
to guide the teacher through all needed actions.
Teachers will normally take the Tutorial at the time that they begin to explore or use the
Advanced Teacher Module interface. The Tutorial can be skipped; a teacher who has
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Figure 7.1: Tutorial for the Advanced Teacher Module
skipped part of the Tutorial can return to where they left off or restart from scratch.
Also, the Help page contains an index, which links to every section of the Tutorial.
Current teachers may take the Tutorial at any time by clicking the link marked “Show
me a Tutorial” at the top of the Advanced Teacher Module window. (An teacher who
has chosen to skip all or part of the Tutorial sees “Return to the Tutorial.”)
7.3. ACCESS TO THE ADVANCED TEACHER MODULE
Figure 7.2: The Results and Progress Directory (Advanced Teacher Module)
7.3
Access to the Advanced Teacher Module
When you enter the Advanced Teacher Module with teacher status, you will see a
directory containing only your own classes. If you have an administrator account you
will see all of the teacher directories for your school. If you have a root administrator
account you will see directories for all schools under your administration (Fig. 7.2).
NOTE. The directory window is called the “Selector.” It is the chief graphic navigation
tool of the Advanced Teacher Module. You can always return to the Selector by scrolling
your browser window up. Similar Selector windows are used in other areas of the
Advanced Teacher Module for special purposes.
If you have a teacher account, the system features at your disposal can affect only your
classes and the students under your supervision. If your account is that of a school
administrator, your privileges are similar, but extend to all the classes and all of the
students in the school. If your account is that of a root administrator (e.g., over an
entire school district), your privileges extend to all schools under your administration.
In the following, we assume that your account is that of a school administrator.
The Advanced Teacher Module has two parts: “Results & Progress” and “Standards
& Programs.” When you enter the Advanced Teacher Module, you are automatically
placed in “Results & Progress.” Use the ALEKS menu bar to change the part of the
Advanced Teacher Module in which you are working (See Chapter 8).
“Results & Progress” is used for most administrative tasks, such as monitoring individ-
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ual and group progress. Teachers using ALEKS with one or more classes will probably
wish to check into this part of the Teacher Module on a daily basis. This allows the
teachers to verify the rate of progress achieved by the students. The features also enable
teachers to set up additional classes if they need to.
The following sections describe the various actions that can be carried out by teachers
with appropriate levels of privilege in the Advanced Teacher Module.
7.4
Online Help in the Advanced Teacher Module
Context-sensitive online help in the Advanced Teacher Module can be obtained by
clicking on “Help” in the bar at the top of the window (next to the “Message” button).
Bulletin Board and Mailing List. The “Help” button also gives access to the
ALEKS bulletin board and mailing list for teachers. The purpose of these features is
to allow teachers using ALEKS to exchange information and viewpoints on teaching
methods, strategies, and the like. They can also be accessed from the ALEKS website
by registered teachers (click on “Help”).
7.5. VIEW STUDENT PROGRESS
Figure 7.3: Student Progress (Advanced Teacher Module)
7.5
View Student Progress
To view student progress, select the name of the student and click on the “Progress”
button. A chart will appear below the directories window with one or more rows of
information (Fig. 7.3). There is one bar graph for each assessment that the student
has taken, with dates (linked to the Report page for that assessment). Each bar
graph measures the student’s mastery as of the given assessment as seen by the
blue portion of the bar. Progress made in the Learning Mode subsequently to that
assessment (but before the next assessment, if there is one) is measured by the
green portion of the bar. There are also percentage values given beneath the bar
for the blue and green portions of the bars; for example, 57+9% means that the
last assessment showed 57% mastery, and that subsequent work in the Learning
Mode added another 9% mastery. If there is more than one bar per row, they
will correspond to the programs for the previous grade, the current grade, and the
subsequent grade.
A variety of other information, clearly labeled, is provided on the Progress page: date
of last login, enrollment date, total hours spent on the system. Information on each
assessment, total hours and weeks spent subsequently in the Learning Mode (up to
the time of the next assessment) with average numbers of items gained per hour and
per week is also provided (optionally, this shows the time left to completion of course
goals). There are also buttons allowing the teacher to schedule or cancel an assessment
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for that student and to edit Intermediate Objectives (See Secs. 7.9, 7.23), and a link for
downloading this information to the teacher’s computer.
Downloading. Information from the Student Progress page can be downloaded in
two formats. “Spreadsheet Format” is comma-separated values (CSV), which can be
imported into a variety of applications but is raw in appearance. “Excel Format” is in
Microsoft Excel format, and has a legible, professional appearance, suitable for printing.
Monitoring progress. When a student has spent enough time on ALEKS to have
had two or more assessments, the sequence of bar graphs appearing on the Student
Progress page begins to tell a clear story of the student’s success in moving toward
mastery. There may be considerable difference among individual students in the speed
and smoothness of their progress. When one bar graph appears above another bar
graph, the uppermost one represents a later assessment, in which the student seeks
to confirm knowledge of material tentatively mastered in Learning Mode. For some
students, progress in assessments is slower than that in Learning Mode. This can be
seen when the green portion of one bar graph extends further to the right than the
blue portion of the bar graph above it (not everything covered in Learning Mode was
confirmed subsequently in the assessment). For other students the opposite is true:
progress in assessments is faster than that in the Learning Mode. This can be seen
when the green portion of one bar graph does not extend so far to the right as the blue
portion of the bar graph above it (more knowledge was confirmed in the assessment than
had been covered previously in Learning Mode). When a student is frustrated, this will
be obvious from the bar graphs; in such cases the teacher may need to provide extra
help or encouragement. It is well worth the teacher’s time to check daily on individual
and class progress in ALEKS.
7.6. VIEW STUDENT ASSESSMENT REPORT
Figure 7.4: Student Report (Advanced Teacher Module)
7.6
View Student Assessment Report
Select the name of the student for whom you wish to observe a report and click
on the “Report” button. A display containing one or more pie charts will appear
beneath the directories window (Fig. 7.4). Its interpretation is the same as for the
reports received by students following all assessments (See Sec. 4.13.1). By default,
the Report page shows the most recent assessment or the most recent knowledge
attained in the Learning Mode. Other assessments or other Learning Mode reports
may be chosen by selecting dates from the menu at the top of the chart and clicking
on “OK.”
7.6.1
Dates
Each report in the menu at the top of the Student Report page is dated. If an assessment
is begun on one date and finished on another, the begin and end dates are shown on
the Student Report page, along with the amount of time spent in the assessment (the
menu shows only the begin date). The date for a Learning report is the last date on
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which the student worked in the Learning Mode before any subsequent assessment.
7.6.2
State Standards Report
In some states and for some courses, there will also be an entry in this display giving
access to the state standards report for this student. For a complete description of this
feature, see Sec. 6.4.16.
7.6.3
Learning Log
Beneath the pie charts is a list of concepts that the student has mastered recently
(“What Name Can Do”) and another list of concepts that the student is currently (as
of the given assessment) most ready to begin learning (“Ready to Learn”). There may
also be a summary of the student’s history in ALEKS (“History”) and a log of work in
the Learning Mode following that assessment (“Learning Log”). There are also buttons
allowing the teacher to request or cancel an assessment for that student and to edit
Intermediate Objectives (See Secs. 7.9, 7.23).
7.6.4
List of Topics Mastered
Click on the link “and many other more elementary concepts” to see a complete list of
topics mastered by the student.
7.7
View Class Progress
Select the class for which you wish to observe progress and click on the “Progress”
button. A chart will appear below the directories window with a series of rows, one
for each student enrolled in the class (Fig. 7.5). The rows contain bar graphs (See
interpretation in “View Student Progress,” Sec. 7.5). By default, only the bar graph
for the most recent assessment is shown (the students’ names are linked to their
individual Progress pages, while the assessment dates are linked to their individual
Report pages). You can use the students’ Login Names or ids rather than their names
as the identifier in the left-hand column; simply click on the corresponding link at
the top of that column. This may be useful when the data from this page needs to
be downloaded and stored in a particular format for administrative purposes.
Buttons at the bottom of the page allow the teacher to schedule an assessment for all
the students taking the class and to download information from the page in a format
suitable for spreadsheet display (See Sec. 7.10).
7.7. VIEW CLASS PROGRESS
Figure 7.5: Class Progress (Advanced Teacher Module)
7.7.1
Report Style
A range of options providing variations on this format are accessible through a menu at
the top of the chart. Choose the desired format from the menu and click on “Compute”
to view results.
Of these options, the following have been found particularly useful by a wide range
of users: “Progress in learning mode” (for frequent checks on progress and time spent
in ALEKS), “Total progress” (for viewing the overall effectiveness of students’ use of
ALEKS over a longer period of time, such as a term or semester), and “Full progress
over last 6 months” (for convenient examination of the learning patterns followed by
students in a class).
7.7.2
Progress in Learning Mode
All students who have completed at least one assessment have bar graphs. The blue
portion of the bar graph shows mastery as of the most recent assessment, and the green
portion shows progress in the Learning Mode since that assessment.
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7.7.3
Total progress
All students who have completed at least two assessments have bar graphs. The blue
portion of the bar graph shows mastery as of the first assessment, and the light blue
portion shows progress made between that assessment and the most recent assessment
taken.
7.7.4
Most recent progress
All students who have completed at least two assessments have bar graphs. The blue
portion of the bar graph shows mastery as of the assessment immediately preceding
the most recent one, and the light blue portion shows progress made between that
assessment and the most recent assessment taken.
7.7.5
Progress over last 6 months
All students who have completed at least two assessments within the last six months
have bar graphs. The blue portion of the bar graph shows mastery as of the first
assessment taken within the last six months, and the light blue portion shows progress
made between that assessment and the most recent one taken.
7.7.6
Progress over last 3 months
All students who have completed at least two assessments within the last three months
have bar graphs. The blue portion of the bar graph shows mastery as of the first
assessment taken within the last three months, and the light blue portion shows progress
made between that assessment and the most recent one taken.
7.7.7
Progress over last month
All students who have completed at least two assessments within the last month have
bar graphs. The blue portion of the bar graph shows mastery as of the first assessment
taken within the last month, and the light blue portion shows progress made between
that assessment and the most recent one taken.
7.7.8
Most recent assessment only
All students who have completed at least one assessment have bar graphs. The blue
portion shows mastery as of the most recent assessment.
7.7. VIEW CLASS PROGRESS
7.7.9
Full progress over last 6 months
For each student who has taken at least one assessment, there is a bar graph shown
for each assessment taken in the last 6 months. The interpretation is the same as for
“Progress in learning mode”; that is, the blue part of the bar shows mastery on the
assessment, and the green part additional mastery achieved in Learning Mode following
that assessment (but before any subsequent assessment).
7.7.10
Full progress over last 3 months
For each student who has taken at least one assessment, there is a bar graph shown
for each assessment taken in the last 3 months. The interpretation is the same as for
“Progress in learning mode”; that is, the blue part of the bar shows mastery on the
assessment, and the green part additional mastery achieved in Learning Mode following
that assessment (but before any subsequent assessment).
7.7.11
Full progress over last month
For each student who has taken at least one assessment, there is a bar graph shown
for each assessment taken in the last month. The interpretation is the same as for
“Progress in learning mode”; that is, the blue part of the bar shows mastery on the
assessment, and the green part additional mastery achieved in Learning Mode following
that assessment (but before any subsequent assessment).
7.7.12
Scheduled Assessment
Underneath the “Report Style” menu is a second menu listing assessments that have
been scheduled for this class. To view the results of that assessment, select the name
(with date) of the assessment and click “Compute” (See Sec. 7.10).
7.7.13
Statistical Information
Most display options provide additional types of statistical information on student
progress in the right-hand part of the display. Their significance varies according to
the display option, and is indicated in the column headings. One or more fields may
be blank if the information gathered for that student is not sufficient at a particular
time. It is also possible to choose “Time to Completion”; this indicates the estimated
time necessary for individual students to complete the course goals based on average
progress for the period chosen. Where the Intermediate Objectives are in use, this also
shows “Time to Current Objective” (See Sec. 7.23).
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7.7.14
Assign Learning Rates
A link at the top of the Class Progress page provides access to the learning rates feature
(See Sec. 7.25).
7.7.15
Sorting
The information in the Class Progress page can be sorted on any of the columns. Simply
click on the header or footer of a column to sort on that column; a second click switches
between ascending and descending order.
7.7.16
Grouping
It is possible to create arbitrary groups within the class and generate Progress pages
for these groups. Simply select the names of the students in the Selector: hold Shift
to select a continuous range, or Ctrl to select a discontinuous group. Then click the
“Progress” button.
7.7.17
Downloading
Information from the Class Progress page can be downloaded in two formats. “Spreadsheet Format” is comma-separated values (CSV), which can be imported into a variety
of applications but is raw in appearance. “Excel Format” is in Microsoft Excel format,
and has a legible, professional appearance, suitable for printing.
7.8. VIEW CLASS REPORT
Figure 7.6: Class Report (Advanced Teacher Module)
7.8
View Class Report
Select the class for which you wish to view a report and click on the “Report”
button. A display containing one or more pie charts will appear beneath the directories window (Fig. 7.6). Its interpretation is the same as for the reports received
by students following all formal assessments, except that it represents an analytic
summary of reports received by all students in the class. The period summarized
may be changed using the menu at the top of the chart (click on “OK” to display
results).
7.8.1
State Standards Report
In some states and for some courses, there will also be a tab in this display giving access
to the state standards report for this class. For a complete description of this feature,
see Sec. 6.4.5.
At the bottom of the Class Report page there are buttons allowing the teacher to
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schedule an assessment for all the students in the class or to edit Intermediate Objectives
(See Secs. 7.10, 7.23).
7.8.2
Display Options
Beneath the pie charts there are other kinds of analysis available for class assessment
data. Choose “Average,” “Ready to learn (learning),” “Ready to learn (assessment),”
“What students can do (learning),” or “What students can do (assessment)” from the
“Display Mode” menu and click on “OK” to display results.
7.8.3
Average
This option produces a list of the specific concepts mastered by a percentage of the
students, as of their most recent assessment. The list is organized by general categories
(Fig. 7.6). For each concept, the percentage of students in the class who demonstrated
mastery is given.
By default, items are not listed if they have been learned by fewer than 5% or by more
than 95% of the students in the class. For a comprehensive list (0%-100%), click the
link “Display full list.”
7.8.4
Ready to learn
This option also shows a list of specific concepts, organized by general categories. For
each concept, it shows the number of students in the class who are ready to learn
that concept in the Learning Mode (learning) or as of their most recent assessment
(assessment). Clicking on the number of students will display a list of their names;
there also appears a link for sending a message to all the students in the group so
defined (See Secs. 7.12, 7.13). The button “Open All” displays all students’ names in
each group (with links).
7.8.5
What students can do
This option also shows a list of specific concepts, organized by general categories. For
each concept, it shows the number of students in the class who have recently mastered
that concept in the Learning Mode (learning) or as of their last assessment (assessment).
Clicking on the number of students will display a list of their names; there also appears
a link for sending a message to all the students in the group so defined (See Secs. 7.12,
7.13). The button “Open All” displays all students’ names in each group (with links).
7.9. SCHEDULE STUDENT ASSESSMENT
7.8.6
Focusing Instruction
These tools can be used to focus instruction for classes and groups of students. The
“Average” display shows very clearly which specific concepts and general areas within
the program need the most work for the greatest number of students. Consequently,
it can be used to prioritize topics for lectures and lesson plans. The “Ready to learn”
display, on the other hand, makes it possible to break a large class up into small groups,
each focused on the concept or concepts that it is working on currently in Learning
Mode. The “What students can do” display mode can be used to form groups of students
for special discussions and exercises designed to expand and deepen their understanding
of a concept they have all recently mastered. Where there is not sufficient teaching staff
to coach several groups simultaneously, the teacher may call out small groups during
their use of ALEKS for brief, pointed “chalk talks.”
7.8.7
Grouping
It is possible to create arbitrary groups within the class and generate Report pages
for these groups. Simply select the names of the students in the Selector: hold Shift
to select a continuous range, or Ctrl to select a discontinuous group. Then click the
“Report” button.
7.9
Schedule Student Assessment
Assessments for individual students may be requested or canceled using buttons on the
Progress or Report pages for those students (Fig. 7.7). If more than one student name
is selected before clicking “Progress” or “Report,” the assessment will be requested for
that group of students. When the teacher has requested an assessment, the student or
students will immediately enter the Assessment Mode at the next login. The teacher
can specify whether the assessment is to be taken from any location or only from the
school.
NOTE. If an assessment is scheduled, whether by the teacher or automatically by the
system, and the student is required to take the assessments at the school, the student
will be unable to use the system from locations other than school until the assessment
is completed (See Sec. 7.17). Teachers wishing to constrain assessments in this way
should contact ALEKS Corporation for assistance in determining the domain addresses
used by their school.
7.10
Schedule Class Assessment
Assessments for entire classes may be scheduled using buttons on the Progress or Report
pages for those classes, or on the Edit page under the tab “Advanced.”
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Figure 7.7: Student Assessment (Advanced Teacher Module)
In order to schedule a class assessment, the teacher is asked to specify the name of the
assessment (by default, a scheduled assessment is called “Requested Assessment” plus a
number), a date (by default the current date), and a time (by default the current time)
(Fig. 7.8). The teacher can also specify whether the assessment can be taken anywhere
(the default) or is restricted to campus. When this information has been given, the
teacher schedules the assessment by clicking “Save.” If all the defaults are left, the
students will immediately enter Assessment Mode at their next login. If a later date
and/or time are chosen, the students will enter Assessment Mode the next time they
log in after that date and time. The calendar appearing to the right of the input fields
provides a quick and easy way to choose the date of an assessment. The calendar also
shows the dates of all currently scheduled assessments and days on which automatic
assessments have been blocked.
At the bottom of the Class Assessment page all currently scheduled assessments are
listed. Clicking any of these links brings up the scheduled assessment for modification
or deletion. Use the “Delete Assessment” button to delete a scheduled assessment, or
the “Create New Assessment” button to add a new assessment from this page.
The tabs “Message,” “Grades,” and “Advanced” provide access to additional features
7.10. SCHEDULE CLASS ASSESSMENT
Figure 7.8: Class Assessment (Advanced Teacher Module)
affecting scheduled assessments.
7.10.1
Message
Add a special message to accompany the automatic message which students receive
informing them that they are entering a scheduled assessment. If you prefer that the
students not receive a message, cancel the automatic message.
7.10.2
Grades
Assign a grading scheme to this assessment only. The Grades feature uses a chart with
sliders (Fig. 7.9). The grades received by students on scheduled assessments can be seen
under Class Progress using the “Scheduled Assessment” menu (See Sec. 7.7).
The three buttons under the graph determine the use of the evaluation: if “Disabled,”
no one sees it; if “Private,” the teacher sees it but the students do not; if “Public,” the
teacher sees it and each student sees it for their own work.
The graph has sliders, with labels referring to the intervals they define. Additional
sliders may be placed by dragging the right-hand or left-hand sliders, or sliders may be
removed by dragging them off to the right or left. The sliders may be set and the labels
edited as the teacher desires. To change the label on a new or existing slider, select the
text of the current label, retype as desired, and then press “Return.”
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Figure 7.9: Grading with Scheduled Assessment (Advanced Teacher Module)
7.10.3
Advanced
Block automatic assessments for up to 7 days prior to a scheduled assessment (useful
to avoid having some students assessed twice in a row); limit the effect of a scheduled
assessment to the day it is assigned to or leave it in effect until the next scheduled
assessment. If an assessment is limited to the assigned day, a student logging on to
ALEKS on that day (after the start time) will be assessed, but if the student does not
log on that day that student will not be assessed until the next automatic or scheduled
assessment. The period during which the assessment is in effect can be extended for a
number of days.
7.10.4
Restricted Assessment
If an assessment is scheduled, whether by the teacher or automatically by the system,
and the student is required to take assessments at the school, the student will be unable
to use the system from locations other than school until the assessment is completed
(See Sec. 7.17). Teachers wishing to constrain assessments in this way should contact
ALEKS Corporation for assistance in determining the domain addresses used by their
school.
7.10.5
Grouping
It is possible to create arbitrary groups within the class and request assessments for these
groups. Simply select the names of the students in the Selector: hold Shift to select a
7.11. CREATE, EDIT, VIEW QUIZZES
Figure 7.10: Creating a Quiz (Advanced Teacher Module)
continuous range, or Ctrl to select a discontinuous group. Then click the “Progress” or
“Report” button, and request the assessment as you normally would for an entire class.
7.11
Create, Edit, View Quizzes
To create, edit, or view quizzes, select the name of the class for which you wish to
do this and click “Quiz.” You will see a list of students in the class with results for
the most recent quiz. A menu above the list allows you to select a previous quiz
(then click “OK” to view the quiz results). To see detailed results for any particular
student on that quiz, click on the date of the quiz opposite the student’s name.
It will also be possible to see the individual questions and the answers that the
student submitted for them. To see all quiz results for a particular student, click
that student’s name in the main display. This list can be resorted on any of the
headings by clicking on that heading. Links at the top of the page enable you to see
a breakdown of quiz results by question and to assign a grading scale for the quiz.
The Quiz feature in ALEKS allows teachers to create quizzes for their students using
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any topics in the ALEKS domain. These quizzes are administered through ALEKS and
scored automatically, with optional use of a grading scale set by the teacher. Quizzes
may be scheduled for particular days and times (“Scheduled”), or they may be made
available for the students in a class to take when they are ready (“Homework”). The
results of quizzes can be seen through the reporting features of ALEKS, but do not
influence the students’ knowledge states or their guided learning in ALEKS.
7.11.1
Create New Quiz
To create a new quiz, click on the button to lower right, “Create New Quiz.” On the
page that follows, you will see various options for the quiz. Enter a name for the quiz
in the box to upper left, or leave the name provided (“Quiz 1”, etc.). Next, select from
the list of topics in the left-hand window either by dragging topics into the right-hand
window, or by highlighting topics and clicking “Add.” Click “Save” to create the quiz.
To set the availability of the quiz, use the radio buttons at the bottom of the page and
the “Scheduling” button. When the quiz is properly configured, click “Save.”
Other buttons enable you to create a different quiz (“Create New Quiz”) or delete this
one (“Delete Quiz”). There are links at the bottom to edit any existing quiz. Also, a
new quiz can be created by duplicating an existing quiz (“Copy Quiz”).
The tabs at the top can be used to schedule, send a message to announce the quiz, or
set a grading scale.
ˆ The Schedule tab generally features an interactive calendar for scheduling quizzes.
For “Scheduled” quizzes, this is the date (and time) when students are put into
the quiz by ALEKS; for “Homework” quizzes, it is the date on which the quiz is
due (at midnight of the date indicated).
ˆ The Assign To tab allows the teacher to assign any quiz to particular students
in the class (including a single student, or no students). By default, any quiz is
assigned to all students in the class.
ˆ The Message tab allows the teacher to customize the simple message normally
sent to students announcing a quiz, or to cancel the message. By default, a message
is sent to all students indicating that a quiz has been scheduled (for “Scheduled”
quizzes) or posted (for “Homework” quizzes).
ˆ The Grades tab allows the teacher to set a grading scale for the quiz. By default,
the grading scale is “Disabled,” meaning that neither teacher nor students see any
grades. If it is set to “Private,” only the teacher sees the grades for all students. If
it is set to “Public,” the teacher sees the grades for all students, and each student
sees their own grade.
NOTE. Often it is necessary to provide a “makeup” quiz to some students. This can
easily be done by copying the original quiz, then editing it so that it is assigned only to
the students needing the makeup.
7.11. CREATE, EDIT, VIEW QUIZZES
Tips. Double-click on the name of any topic to see a sample problem. Topics can be
selected in continuous groups using the Shift key or discontinuous groups using Ctrl;
the entire folder is selected by using Ctrl-a.
7.11.2
Grading with Quizzes
The grading scale used with quizzes is like the one used for assessments (See Sec. 7.10.2).
As with assessments, grading is not obligatory; if no grading scale is set, the students
and the teacher will only see the percentage of questions answered correctly.
7.11.3
Availability of Quizzes to Students
By default, quizzes are made available to students as “Homework Quizzes.” This means
that the student is not forced into the quiz by ALEKS; rather, the student clicks the
“Quiz” button when they are ready to take the quiz (See Sec. 5.2.10). If this option is
chosen, the teacher must indicate a due date for the quiz, after which the quiz will no
longer be available to students (Homework Quizzes are always due on midnight of the
due date specified). A message can also be sent to students informing them that the
quiz has been assigned.
Quizzes may also be “hidden,” meaning that the students do not have any access to
them (pending the teacher’s decision to “release” the quiz), or they may be scheduled
(“Scheduled Quiz”). A graphic calendar is provided for easy scheduling of quizzes. If
the quiz is scheduled, the teacher will have options for specifying the time of day it is to
begin, the time limit on the quiz, whether students are notified, how many days the quiz
should be in effect (“Window of time to take the quiz”), whether the quiz is restricted
to the school, and prevention of automatic assessments up to seven days before the quiz
is scheduled.
7.11.4
Edit Quiz
To edit an existing quiz, click on the button to the lower right, “Edit Quiz.” The quiz
may be modified using the features described above for the creation of quizzes, or it
may be deleted.
7.11.5
Downloading
Information from the Quiz page can be downloaded in two formats. “Spreadsheet
Format” is comma-separated values (CSV), which can be imported into a variety of
applications but is raw in appearance. “Excel Format” is in Microsoft Excel format,
and has a legible, professional appearance, suitable for printing.
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7.11.6
Makeup Quizzes
The easiest way to create makeup quizzes is to duplicate the quiz needing to be made
up, then give it a new due date and “assign” the quiz to only those students needing to
make it up. When doing this, either turn off the Message notification or make sure that
the quiz has been assigned to the necessary students before clicking the “Save” button.
Attention to this detail will spare your other students from an unintended notification
of the new quiz!
7.12. SEND MESSAGE
Figure 7.11: Send Message (Advanced Teacher Module)
7.12
Send Message
Select the student or class to whom you wish to send a message, and click on
the “Compose Message” button. A full-featured editor will appear beneath the
directories window with fields for a subject and a message and a “Send Message”
button (Fig. 7.11). The student or students to whom the message is being sent
will see it at their next login (See Sec. 5.2.11). It is also possible to send messages
directly to ALEKS Corporation.
ALEKS Message Center. The ALEKS Message Center resembles an email program in most of its features, although the exchange of messages takes place within the
ALEKS system. Also, the Message Center is equipped with special symbols and tools
appropriate to communication about the subject-matter used in ALEKS. Optionally,
you can have copies of your students’ messages sent to your email account as well (See
Sec. 7.15).
Mathematical Expressions. The ALEKS Message Center contains a full range of
tools for using mathematical symbolism, constructions, and expressions in your messages. The tools are like those used by ALEKS itself in the Answer Editor (See Sec. 4.5).
Moreover, students sending you messages in the Message Center can attach a graphic
representation of the problem they are currently working on, to facilitate posing and
answering mathematical questions.
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Figure 7.12: Server Statistics (Advanced Teacher Module)
Grouping. It is possible to create arbitrary groups within the class and send messages
to these groups. Simply select the names of the students in the Selector: hold Shift
to select a continuous range, or Ctrl to select a discontinuous group. Then click the
“Compose Message” button.
7.13
Check Messages
Click on the “Message” button at the top of the Teacher Module window. You can
receive messages from students in a class only if this has been enabled in the teacher
account (See Sec. 7.15.).
7.14
Check Server Usage
Click on the “Server Stats” button. A table will appear beneath the directories
window (Fig. 7.12). The type of information shown in the table can be changed by
selecting a heading from the menu at the top of the table and clicking the “Compute” button. The options for display are: Enrollment/Activity, Class Activity,
Assessment/Performance, Enrollment List, Server Use: Page Hits, Server Use: User
Hours.
7.15. CREATE TEACHER ACCOUNT
Figure 7.13: Teacher Account (Advanced Teacher Module)
NOTE. The information provided by this feature is of interest to system administrators,
teachers, and educational administrators seeking general statistical information on the
use of ALEKS.
7.15
Create Teacher Account
Select the directory for the school where you wish to create a teacher account (or
the directory “All teachers”) and click on the “New Teacher” button. A form for
the new account will appear beneath the directories window (Fig. 7.13). Supply the
teacher’s first and last names, a title (“Mr.,” “Mrs.,” “Ms.,” etc.), a Login Name,
and a Password. By default, the new account is set for a teacher. If you are an
administrator, you can make another administrator account by checking “Teacher
and Administrator.” The “id” field is optional and may be left blank. “Message
from student” should be enabled if you wish the account holder to receive messages
from students (See Sec. 7.13). “Status” must be enabled if the teacher is to have
classes assigned (if “Status” is enabled, you will see here how many classes are
assigned to the teacher).
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When you are finished filling in the form click on “Save.” This creates the account. To
start over, click “Reset.” To cancel the account, click “Delete File.”
Other settings may be changed for the teacher by using the additional tabs “Mail” and
“Advanced.”
Mail
This tab contains options for entering an email address, forwarding ALEKS messages to this address, and permitting students to send the teacher messages through
ALEKS (See Sec. 7.13).
Advanced
This tab contains a button for “Cleanup Tools.” These tools permit the teacher
to unenroll and delete students and to modify database records in other ways.
NOTE. Deleting a student removes that student’s records permanently from the
ALEKS system.
NOTE. Under the “Cleanup Tools,” “Records” refers to information in the database
concerning student knowledge as shown on assessments and in the Learning Mode.
Clear Records will remove all such information. “Stats” refers to information in
the database concerning the hours students have spent in ALEKS. Clear Stats will
remove all such information.
7.16
Edit Teacher Account
Select the teacher whose account you wish to edit and click the “Edit” button. The
same form will appear as described in “Create Teacher Account” (Fig. 7.13). The
account may be deleted (“Delete File”) only if there are no classes and no students
enrolled for this teacher (“Advanced”).
7.17. CREATE CLASS ACCOUNT
Figure 7.14: Class Account (Advanced Teacher Module)
7.17
Create Class Account
Select the teacher for whom you wish to create a class and click on the “New Class”
button. A form for the new account will appear beneath the directories window
(Fig. 7.14). Select a grade or level for the class. Provide a name (e.g., “Aleks”) and
choose a category. At this point, you have the option of choosing a teacher other
than the one initially selected (if others are available). This will transfer the class
to that teacher. The “id” field is optional and ordinarily left blank.
The Class Code for the newly-created Class appears in the upper right-hand
corner of the screen.
When you are finished filling in the form click on “Save.” This creates the account. To
start over, click “Reset.” To cancel the account, click “Delete File.”
Other settings may be changed for the class by using the additional tabs “Status,”
“Assessment,” “Learning,” “Content,”
Status
Under “Status” you can close the class for enrollment (by default it is open) and restrict students’ access to their account (“assessment only” or “denied”—no access).
Also, you can request to be notified by ALEKS (through the Message Center) when
any student in the class assesses at 100% of your syllabus.
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Assessment
The students’ assessments can be restricted so that either the initial assessment,
or subsequent assessments, or both, can be taken only from the school. For this
setting to be effective, a valid domain name must be entered in the school account.
Teachers wishing to constrain assessments in this way should contact ALEKS Corporation for assistance in determining the domain addresses used by their school.
Learning
If the “Ask a friend” option is checked, students in the class will be able to request
the name of a classmate for help with a topic that is causing difficulty. “Novice”
means the system will choose a classmate who has mastered the concept very
recently. “Expert” means that the system will choose a classmate who mastered
the concept earlier than others in the group. The teacher may pick any point on
the continuum between “novice” and “expert.”
This tab also contains options for the use of the ALEKS Worksheet (See Sec. 5.6).
The teacher may enable or disable the worksheet, choose between 16 review questions or 12 review plus 4 extra credit, remind students to print a worksheet when
exiting ALEKS, and have answer sheets sent through the Message Center each
time a student downloads a new worksheet. The teacher can also choose to make
the answers to the worksheets directly available to students on their Worksheet
page.
Other options here concern the availability of the calculator and of the “Time to
Completion” data to students on their Report page (See Secs. 5.2.5, 7.5, 7.7).
Content
Clicking the “Content” tab gives access to the ALEKS Content Editor (See Sec. 7.24).
This feature lets the teacher quickly and easily modify the content for a course.
If the teacher clicks in the checkbox for any content area, that content area is
removed from the curriculum of the course; it will also not appear in assessments.
To see exactly which items are contained in this content area, click on the title of
the content area.
Advanced
Under “Advanced” it is possible to find a range of class management features.
“Cleanup Tools” permit the teacher to unenroll and delete students and to modify
database records in other ways. The “Class Program” button is equivalent to the
“Select Class Program” button (See Sec. 7.19). “Assign Learning Rates” opens the
Learning Rates feature (See Sec. 7.25). “Edit Int. Objectives” gives access to the
Intermediate Objectives feature (See Sec. 7.23). “Schedule Assessment” permits
the teacher to schedule an assessment for the class (See Sec. 7.10.). If the user has
Administrator privileges, there is also a button for scheduling upgrades of ALEKS
course products. If QuickTables are in use for this class, there are also buttons
for setting QuickTables options (See Sec. 9). NOTE. Under the “Cleanup Tools,”
“Records” refers to information in the database concerning student knowledge
as shown on assessments and in the Learning Mode. Clear Records will remove
7.18. EDIT CLASS ACCOUNT
Figure 7.15: Textbook Integration (Advanced Teacher Module)
all such information. “Stats” refers to information in the database concerning the
hours students have spent in ALEKS. Clear Stats will remove all such information.
7.18
Edit Class Account
Select the class you wish to edit and click on the “Edit” button. The same form will
appear as described in “Create Class Account” (Fig. 7.14). The account may be
deleted (“Delete File”) only if there are no students currently enrolled in the class
(“Unenroll Students”).
The Class Code for the Class being edited appears in the upper right-hand
corner of the screen.
7.19
Textbook Integration
Select the class for which you wish to choose the class program and click on the
“Select Class Program” button. (This feature can also be used in the Basic Teacher
Module; see Sec. 6.2.3 You will be shown a menu of textbooks available for integration with this course. If you wish to organize the content of your course on the basis
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of an available textbook, select the name of the textbook and click “Next.” (There
is also a checkbox which you can uncheck if you wish to have the precise textbook
coverage and textbook references, but not full integration.)
There may also be a choice in the textbook menu labeled “ALEKS Curriculum.” This
organizes the class material on the basis of the slices of the ALEKS pie chart rather
than any particular textbook.
The page that follows contains a list of chapters in the textbook with menus for assigning
dates to each of them. For each chapter, assign the date on which you require your
students to complete that material. If the date is left blank, no date will be assigned for
that material; this does not mean it will be skipped, but rather that it will be included
in the material for the next chapter to which a completion date is assigned. When you
are done assigning dates, click “Save,” and the dates chosen will go into effect. They
can be modified at any time.
The textbook integration feature in ALEKS presets both syllabus and intermediate objectives for the course. During the time that the students are supposed to be completing
a particular chapter, they will see dotted lines on their pie charts showing how far they
need to fill in, and the date by which they need to do it; if they complete the chapter
there will be a congratulatory message and they will be moved to the next chapter. The
teacher will also see which students in the class have completed the current chapter (See
Sec. 7.23).
If a student does not complete the chapter by the completion date, there will be no
congratulatory message, and the dotted lines on that student’s pie chart will move out
to their new positions. The student will still have to complete any prerequisite material
from unfinished chapters while working on the current one.
Another effect of textbook integration is that references will appear on the ALEKS
Explain pages, indicating the specific place in the textbook where the current concept
is covered (See Sec. 5.3.2).
When textbook integration is in effect, the quiz feature in ALEKS is also customized
so that quizzes can easily be created on the basis of textbook chapters (See Sec. 7.11).
If you do not wish to use full integration of an available textbook with this course, click
the button “No Integration.” You will then have a choice of programs for the class.
You may also have the option of choosing a textbook to be used with ALEKS (this will
generate textbook references on the Explain page, but will not provide full textbook
integration). When you are finished filling in the form click on “Save.” To start over or
restore defaults, click on “Reset.”
NOTE. The “class program” is a set of topics or items used as a goal for mastery by
the students in a given class (See Chapter 8.). In school classes one program is usually
set for the class. “Standards” are collections of programs covering a range of grades.
ALEKS always contains ready-made standards set to appropriate defaults. Thus, in
most cases the school teacher need not select the class program.
7.20. ENROLL AND UNENROLL STUDENTS
7.20
Enroll and Unenroll Students
Select the class for which you wish to enroll or unenroll students and click on “Enroll
in Class.” A display will appear beneath the directories window showing the names
of all students who may be enrolled. The students currently enrolled in this class
appear with their names highlighted in gray; those enrolled in some other class
are highlighted in yellow. The names of students can be highlighted (enrolled) or
dehighlighted (unenrolled) by clicking on them. When all desired changes have been
made, click on the “Save” button.
Drag and drop. Students may be moved between classes more easily by dragging
and dropping their names. Simply select the names of students to be moved in the
right-hand side of the directories window and drag them to the target folder on the left.
The entire class can be selected by using Ctrl-A; a continuous range by holding Shift
and clicking; or a discontinuous group by holding Ctrl and clicking. You will see the
target folder become highlighted when the student or students are ready to “drop.”
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Figure 7.16: Student Account (Advanced Teacher Module)
7.21
Edit Student Account
To edit a student account, select the name of the student and click on the “Edit”
button. A form will appear beneath the directories window containing the student’s
account information: name, login name, id, email, and current enrollment status
(Fig. 7.16). The student’s Password is not shown in a readable form, but it can be
changed to provide a student with a new Password when one has been forgotten.
Corrections or changes may also be made to the student’s name, login name, id,
and email. The student’s id and email are optional, though it may be useful to have
these on record.
Advanced. Under “Advanced,” “Cleanup Tools” permit the teacher to unenroll and
delete the student and to modify database records in other ways. “Records” refers to
information in the database concerning student knowledge as shown on assessments and
in the Learning Mode. Clear Records will remove all such information. “Stats” refers
to information in the database concerning the hours the student has spent in ALEKS.
Clear Stats will remove all such information.
Account Information. The begin and expiration dates of the student’s current account are also shown on this page. Similar information is available to the student on
the Options page (See Sec. 5.2.3).
7.22. AUTHORIZE STUDENT ACCOUNT
Figure 7.17: Intermediate Objectives List (Advanced Teacher Module)
7.22
Authorize Student Account
A detailed account of the authorization procedure can be found in Sec. 3.8.
To begin the authorization process in the Advanced Teacher Module, click on the “Authorization” button in the menu bar at the top of the ALEKS window. If there are any
students waiting for authorization, check the “Authorize” box next to their names, or
use the option “Authorize every account below.” Then, click the “Delete” box for any
duplicate names, and click “Done” at the bottom of the page.
On the page that follows, check the availability of licenses for new students, then click
“Next” to complete the authorization process. Clicking “Back” will enable you to
modify your selection of students for authorization.
7.23
Intermediate Objectives
The Intermediate Objectives feature was created to address the needs of teachers using ALEKS in conjunction with a planned sequence of topics for classroom instruction
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Figure 7.18: Intermediate Objectives (Advanced Teacher Module)
(Fig. 7.18). It enables teachers to prioritize certain groups of topics for specified segments of time, when these topics will be at the focus of class discussion. When intermediate objectives have been set, students will be directed to work on these objectives
as soon as they are available in the domain and guided through their prerequisites in
the most direct way possible. Both students and teacher will receive clear information
on current progress toward completion of scheduled objectives.
To create or edit intermediate objectives, select the name of the class for which you
would like to set or modify objectives and click “Edit.” On the Edit page, click the tab
marked “Advanced.” On the page that follows, click “Edit Int. Objectives.”
The page that follows shows you a list of any intermediate objectives currently set for
your class (or a note that none is currently set) and buttons for adding and copying
intermediate objectives (Fig. 7.17). The dates for existing intermediate objectives can
be changed by using menus in the list and clicking “Update.” If you wish to copy one or
more intermediate objectives that have been set for another class or section, click “Copy
Int. Objectives.” Also, you can choose to prevent automatic assessments for students
in this class for up to five items before fulfillment of your intermediate objectives. To
create a new set of intermediate objectives, click “Add Int. Objectives.” To edit an
existing set of intermediate objectives, click on their link in the list.
7.23. INTERMEDIATE OBJECTIVES
Here you will see a vertically divided selector window (Fig. 7.18). This window displays
the topics available to be selected for the set of intermediate objectives. To view a
single, scrolling list of topics, click on “Open All,” then on the tiny “X” in the upper
right-hand corner of the window. Select and unselect items for inclusion by clicking on
and off the little checkmarks in the boxes that precede them.
NOTE. ALEKS always maintains the coherence of its intermediate objectives; any set
of intermediate objectives must contain all of the items within the domain needed to
learn the items it contains. If an item being added to the objectives has prerequisite
items not currently also belonging to the objectives, these will be automatically added
as well; conversely, if an item being removed from the objectives is a prerequisite item
for some items presently in the objectives, these will also be removed. The editor warns
when this is occurring (See Sec. 8.4.3).
Every set of intermediate objectives is assigned to a particular date, which is the date
by which the students are to have completed this set of objectives. The date is set in
a pair of menus directly below the selector window, one for month, one for day. The
set of objectives will be in effect through the date to which it is assigned, after which
the next set of objectives will take effect. If no date is assigned, the objectives will take
effect following the last set of objectives to which a date has been assigned, and remain
in effect to the end of the class (“final” objectives).
The name of a set of objectives appears at the top of the list of topics. Click on this
name to edit it. When you have picked a name, selected topics, and set a date, click
“Save” to enter the objectives into the system for this class.
When a set of objectives is in effect, both teacher and student will receive information
about progress toward their fulfillment. The teacher will see notations on the Class
Progress page indicating which students have fulfilled the current objectives, and which
are close to doing so. The student will see dotted lines on their pie chart showing how
far each slice will need to be filled in to achieve the current objectives. The teacher will
see the same dotted lines when they view the pie charts for the class and for individual
students.
When a student uses MyPie to choose a topic for work in the Learning Mode, the items
shown as available are those which the student is “Ready to Learn,” excluding any items
which do not lead directly to fulfillment of the current objective. Once the student has
completed the intermediate objective, she or he will move immediately into the next
objective, whether or not the completion date has passed. If the completion date passes
without the student’s completion of that objective, the new intermediate objective will
take effect in terms of the student’s guidance, but unfinished prerequisite material from
the earlier objective will still have to be completed before moving on.
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Figure 7.19: Content Editor (Advanced Teacher Module)
7.24
Content Editor
The ALEKS Content Editor is a quick and easy way to modify the content of a course
(Fig. 7.19). Select the name of the course and click “Edit,” then click on the tab for
“Content.” You will see a list of content areas, each preceded by a checkbox. To see
what is contained in any of these areas, click on its title. To remove the area from
the course, click on the checkbox to place an “x” in the box. This indicates that the
area has been removed from the course content; it will also not appear in assessments.
Then click “Save” to put your changes into effect, or “Reset” to undo them.
NOTE. The Content Editor is far more convenient, though somewhat less powerful,
than the Program Editor (See Sec. 8.4). Keep in mind that while a program created
or modified by the Program Editor can be used by any number of classes within the
school, the Content Editor acts on only one course at a time.
7.25. ASSIGN LEARNING RATES
Figure 7.20: Assign Learning Rates (Advanced Teacher Module)
7.25
Assign Learning Rates
The purpose of the Assign Learning Rates feature in ALEKS is to provide teachers with
a highly flexible tool for interpreting and evaluating the work of students in ALEKS.
One possible use of the information provided by this feature is as a component in the
grading system used for a class, or in some other method of motivation or reinforcement
for student success.
In the Advanced Teacher Module, select the name of the class for which you wish to
assign learning rates and click the “Progress” button. At the top of the Class Progress
page you will see a link marked “Assign Learning Rates.” Clicking on this link produces
a page with four rectangular graphs (Fig. 7.20). Each of the graphs refers to a particular
way of evaluating a student’s work: by the percentage of course objectives that they have
mastered (Grading), by the total number of hours spent on ALEKS (Time on Task),
by the average number of items gained per hour (Hourly Progress), and by the average
number of items gained per week (Weekly Progress). The vertical bars appearing in the
graphs indicate the distribution of students relative to the given scales. Any combination
of these scales may be used. The three buttons to the right of each graph determine
the use of the evaluation: if “Disabled,” no one sees it; if “Private,” the teacher sees
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it but the students do not; if “Public,” the teacher sees it and each student sees it for
their own work.
Each graph has sliders, with labels referring to the intervals they define. Additional
sliders may be placed by dragging the right-hand or left-hand sliders, or sliders may be
removed by dragging them off to the right or left. The sliders may be set and the labels
edited as the teacher desires. To change the label on a new or existing slider, select the
text of the current label, retype as desired, and then press “Return.”
The function of the sliders is as follows: a student’s evaluation on a given scale is the
label of the interval within which that student is currently located. For example, if one
slider is set to 80 on the “Grading” graph and another slider to 90, with the interval
between them labeled “B,” a student who has mastered 82% of the class goals will have
the evaluation “B.” To take another example, if a slider under “Time on Task” has
been set to 10 hours and another to 20 hours, with the label for their interval set to
“Enough,” a student who has spent 11 hours on ALEKS will receive the evaluation
“Enough.” When the desired settings have been made, click “Save.” Now the labels set
to “Private” will appear in the Progress page.
If any of these charts are set to “Public” the students will see their ratings according to
those charts when they log on to ALEKS. Explain carefully to the students what the
meaning is of the notations that they will see, and how they relate to the overall goals
for the class. Some charts, such as Weekly Progress, may be more useful to the teacher
than to the students, as an aid to monitoring students’ work and learning. These should
be set to “Private.”
Variable Scale. By default, the segments into which values are divided in the “score”
graph are at 5-unit intervals. This can be reset to 2 units for greater precision, using a
link in the lower right-hand part of the page.
Chapter 8
Advanced Teacher Module: Standards
& Programs
By default, the Advanced Teacher Module displays “Results & Progress,” as described
in the preceding sections (See Chapter 7). A second mode, “Standards & Programs,”
can be chosen from the menu at the top of the Advanced Teacher Module window
(Fig. 8.1). This mode enables the teacher to explore the system of standards and programs currently available in their ALEKS database. Administrators with a sufficiently
high level of user privilege may also copy programs and standards, and modify them to
suit the needs of a school.
The “program” is a set of concepts taken from the sum total of concepts defining mastery
of a domain (e.g., Arithmetic or Algebra) that has been set as the curricular goal for
a particular level of study. That is to say, mastery of this set of concepts is equivalent
to completion of the curriculum for that level, and all reports generated by the system
for students and classes using the program are framed in terms of this program. A
“standard” is a collection of programs covering a range of grades.
To view a particular standard or program, use the directories window of “Standards &
Programs.” This will open the folder for a particular grade within a particular standard. Normally the program will be organized by topics and subtopics using standard
mathematical terminology. There is a list of individual concepts within each of these
topics, each of which is either marked with a checkmark, indicating that it belongs to
the program, or not so marked. Editing a new standard means adding and removing
checkmarks from individual “items” according to some scheme of curricular progress.
8.1
Items, Programs, and Standards
In order to understand and use this part of the Advanced Teacher Module effectively,
it is necessary to grasp three key concepts. Additional information can be found in the
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Figure 8.1: The Standards & Programs Directory (Advanced Teacher Module)
discussion of Knowledge Space theory (See Chapter 11).
Item
An item is a fundamental unit of knowledge or ability recognized by the system.
An example of an item in Arithmetic is “Subtraction of Negative Integers.” Every
mathematical subject covered by ALEKS (such as Arithmetic) corresponds to a
set of items, each of which can be tested and taught by the system. Mastery of
the subject means mastery of each of the items making up the subject.
Program
A program is a subset of the set of items belonging to a mathematical subject
that has been defined as the goal for a particular class. For example, a program
for Arithmetic is a set of items that students completing the class are expected to
master. All assessment reports by the ALEKS system are based on some program
selected by teachers or administrators for use by those students. The ALEKS
Program Editor is provided to permit teachers and administrators to customize
existing programs (See Sec. 8.4).
Standard
A standard is a set of programs, usually covering the entire range of grades over
8.2. NAVIGATION AND USE
which a particular subject is taught. A standard should organize the teaching of a
subject in a coherent and methodical way. That is, items belonging to the program
for one grade should belong to the programs for higher grades, and items should
be distributed among the programs according to some well-founded pedagogical
rationale.
Under “Standards & Programs,” users of the Advanced Teacher Module can navigate
through a hierarchical listing of the standards currently available and the programs
contained by them. Standards and programs can be copied. Users with appropriate
levels of privilege can enter the Program Editor to create new programs based on existing
ones, possibly leading to the creation of new standards.
8.2
Navigation and Use
Access to directories under “Standards & Programs” is the same for all levels of user
privilege, teacher and above. Any user of the Advanced Teacher Module may navigate
through all directories and make copies of all available standards and programs. Users,
however, may change only those standards and directories which they have themselves
created (by copying existing ones), or those created by users within their authority. This
means, for a root administrator, any administrator or teacher under their administration; for a school administrator, it means any teacher in the school. A user not within
the authority of another given user has independent authority. Standards and programs
created by a user with independent authority may not be changed. The privilege level
of a particular user also determines where the new standards and programs created by
that user will be placed.
ˆ On choosing “Standards & Programs,” the user begins with a master directory
entitled “All Standards,” containing a list of all the standards available for that
system (Fig. 8.1).
ˆ On opening any of the listed standards, the user is presented with a list of the
grades covered by that standard.
ˆ On opening any of the grades listed for the given standard, the user will see a list
of the (mathematical) subjects covered for that grade. At a minimum, there will
be an element entitled “Basic.” Each element in this list corresponds to a program
available within the system.
8.3
Buttons
The following buttons appear next to and beneath the navigation display in “Standards
& Programs” (Fig. 8.1). The buttons are always visible; which buttons are active at
any given moment depends on what is selected in the navigation display.
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Edit Standard
The selected standard must have been created (copied from another standard) by
the current user or by one within the authority of the current user. The basic
standards included with ALEKS and programs created by users with independent
authority cannot be changed, but they can be copied and the copies changed.
A standard is defined by designating its name, source (authority), and an optional
id number. The “Enabled” button must be selected if the standard is intended for
use.
Edit Program
This will open the selected program for modification in the Program Editor (See
Sec. 8.4). The selected program must have been created (copied from another
program) by the current user or by one within the authority of the current user.
Programs belonging to the basic standards included with ALEKS and programs
created by users with independent authority cannot be changed, but they can be
copied and the copies changed.
Copy/New Standard
If a standard is selected, this will make a copy of that standard, usually for the
purpose of establishing a new one based on it. If no standard is selected, it creates
a new, empty one.
Copy/New Program
If a program is selected, this will make a copy of that program, usually for the
purpose of establishing a new one. If no program is selected, it creates a new,
empty one. If a new standard has been created, the new program will be placed
here.
Drag and drop. The programs may be copied between folders by dragging and
dropping them. Simply select the names of programs to be copied in the righthand side of the directories window and drag them to the target folder on the left.
You will see the target folder become highlighted when the program is ready to
“drop.”
8.4
Program Editor
In order to make changes to programs that have been copied, users must select the new
program and click on the “Edit Program” button (or double-click on the icon for that
program). This gives access to the ALEKS Program Editor for that program. Although
the Program Editor is always entered under the heading “Standards & Programs,” it has
its own, distinctive interface appearing beneath the “Standards & Programs” directory.
The Program Editor displays items for the given subject, organized in folders by general
topic. To see items you must open all folders in which they are contained. Items are
labeled by name and topic, and indicate whether or not they belong to the current
8.4. PROGRAM EDITOR
Figure 8.2: The Program Editor (Advanced Teacher Module)
program by a checkmark (Fig. 8.2). If a new program is created by copying another
program, precisely the same items are selected in it as in the original. If the program
is created from scratch, no items in it are selected.
NOTE. If a folder is marked with a large checkmark, this means that all items in
that folder currently belong to the program. A small checkmark means that some of
the items in that folder belong to the program. No checkmark means no items in that
folder belong to the program.
Clicking on the tiny “x” in the upper right-hand corner of the directory window creates
a single window and makes it possible to view all the items at once (click on “Open
All”).
8.4.1
Fields
The following fields appear above and below the editor display, and should be filled in
as needed in creating or editing a program.
Standard
The standard to which this program belongs.
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Status
Should be set to “enabled” if the program is to be available for use.
Parser
The name of the person creating or modifying the program (and so responsible for
selection of items). To parse in this sense means to establish functional relationships between all elements of a sequence; the parser is making all items for the
subject either members or nonmembers of the program.
id
Optional identification number.
8.4.2
Buttons
The following buttons also appear adjacent to the editor display.
Open All
Shows all folders in the editor display. This gives a complete picture of the topical
structure of the subject matter.
Undo
Undoes the most recent editing action (the addition or removal of an item).
8.4.3
Using the Program Editor
To define a program, the teacher must first ascertain which of the items in the complete
list of items making up the subject matter are to belong to this program. This should
be a thoughtful decision, usually made within an appropriate institutional framework.
If a particular source is used for defining a program, the source should be recorded
in the standard containing the new program, and should be documented externally
as justification for the decision to adopt the given program. If the class is part of a
sequence, the programs for the other classes in this sequence will normally be defined
together with it as part of a single progression.
Once the list of items to be included has been established, the teacher responsible for
editing the program examines each of the displayed items. There should be a checkmark
before each item to be included, and no checkmark before items that are not to be
included. A checkmark is added or removed by clicking once on the checkbox. Following
this, click on the “Save” button to record the program.
NOTE. ALEKS always maintains the coherence of its programs; any ALEKS program
must contain all of the items within the domain needed to learn the items it contains. If
an item being added to the program has prerequisite items not belonging to the program,
these will be automatically added as well; conversely, if an item being removed from the
program is a prerequisite item for some items presently in the program, these will also
be removed. The Program Editor warns when this is occurring.
Chapter 9
QuickTables
QuickTables is a special tool for mastery of Arithmetic facts (Addition, Subtraction,
Multiplication, Division), available as part of ALEKS course products for levels 3, 4,
and 5 and as an independent ALEKS course product. It uses individually configured,
progressive, paced-response drill to develop mastery of the math facts, in a supportive,
colorful, child-friendly interactive environment. Among many other features, it contains
a series of games which the students “earn” through the progress that they make toward
mastery of the various fact tables.
9.1
Setting Up QuickTables for your Class
Although ALEKS QuickTables is available at any time for any Level 3, 4, or 5 class,
they will not appear for your students until you have completed a simple configuration
procedure for the tables that you wish to use. In any ALEKS class at levels 3, 4,
and 5, you may select any one or any combination of the following tables: Addition,
Subtraction, Multiplication, and Division. The selection may be changed at any time;
for example, you may start out with only Addition, then add Subtraction and the others
one at a time as the students work their way through these tables.
When you log on to your Teacher account for the first time, you will be prompted to
set up QuickTables for your classes. If you elect to skip this, you can return at any time
by clicking “Class Admin” in the upper left-hand part of your Teacher account, then
“Customize this class,” then “Edit QuickTables.” Scroll down to see the list of tables
currently available for this class (Fig. 9.1). To add a table, click the link marked “Add
a table.” (Tables currently available can be deleted by clicking the “Delete” button to
the right of the table row.)
When you add a table, you will be prompted to choose the operation for the table
(Addition, Subtraction, Multiplication, Division) and the range of numbers to be used
(0-9, 1-9, 0-10, 1-10, 0-12, 1-12). You can make the table available to all students in
this class (the default) or only to selected students.
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Figure 9.1: QuickTables Configuration
Other options that you see on the “Edit QuickTables” page apply to all the tables
that you set up in this class. These are: the maximum length of a session (default
15 minutes), maximum number of sessions per week (default 3), maximum number of
games per session (default 6), minimum length of session before games become available
(default 10 minutes). In most cases, you may wish to leave the defaults; if, however,
after some experience using QuickTables with your students, you wish to change them,
a range of options are available.
Why are there limits on the use of QuickTables by students? From consultation
with experienced educators, it is clear that in most cases the students’ use of QuickTables
should be limited through the choices mentioned above. This is both to ensure that
students for whom QuickTables is only one part of their ALEKS class also spend time
working in the “regular” ALEKS class, and also because the benefit of using the type of
drill that QuickTables provides is at its greatest when concentrated in relatively short
and well-spaced sessions. You will notice that your students’ work in QuickTables is
broken up into short “bursts” of drill activity. This is also to maximize benefit by
keeping the students’ concentration sharp.
High score chart. The final option on this page is to reset the “high score chart” at
regular intervals. When your students play the games that QuickTables gives them as
9.2. HOW YOUR STUDENTS USE QUICKTABLES
Figure 9.2: QuickTables Learning Display
a reward for progress made, they earn numerical scores, which are compared with the
scores of other students in the class. The current “high score” is reset at the interval
that you choose (default weekly). In effect, this interval establishes a regular period of
competition among the students for highest game score, for added motivation.
9.2
How Your Students Use QuickTables
When your students log on in an ALEKS class where QuickTables is enabled, they will
see tabs on the right-hand part of their top bar for choosing ALEKS or QuickTables.
If they click on QuickTables, they will switch into the QuickTables environment.
The first time a student enters QuickTables, they are given a brief training in how to
type numbers quickly and enter them as answers to the problems they will be given in
QuickTables. It is parallel to the Tutorial that students experience when using ALEKS
for the first time, but focused exclusively on typing and entering answers smoothly and
promptly. Please note that an answer can be “entered” in QuickTables by using either
the Enter button or the Space Bar on the keyboard, whichever the student finds more
convenient.
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Figure 9.3: QuickTables Reporting
NOTE. The drill provided by QuickTables is paced, in the sense that students need
to enter their answers within a specified “Target Time.” QuickTables seeks to develop
quick, “automatic” response to questions on math facts. The actual time period for
answering is subject to customization (see below).
Following the introductory training, the students take a brief test to determine their
current knowledge of the math facts in the particular table being used. (Where there
is more than one table, a test will be taken for each new table.) This is parallel to
the Assessment taken in regular ALEKS. When the student completes the test, the
color-keyed Learning Display is presented, showing them their current knowledge of the
table and permitting them to choose how they will work toward complete mastery of
the table facts (Fig. 9.2). This display has a function similar to that of the pie chart in
regular ALEKS.
To choose a math fact to work on, the student clicks on the corresponding cell in the
table. If the student simply presses Enter or the Space Bar, a fact will be chosen from
those available. There is a brief introduction to the fact, and then a paced drill sequence
in which review of previously-learned facts is mixed in with reinforcement of the new
fact. Sequences are kept short so that the student’s concentration remains high. If there
is a mistake, the drill is halted while the student reenters the correct answer, with help
9.2. HOW YOUR STUDENTS USE QUICKTABLES
Figure 9.4: QuickTables Advanced Options
from QuickTables; also, if the student takes too long in answering, there is a similar halt
while the student catches up with the drill. Once the student shows good knowledge of
the new fact, there is a pause before the next cycle of learning.
As the student progresses in mastery of new facts, the colors in the table flow across
to show the changing area of mastery. This provides the student with direct, tangible
evidence of progress, building the student’s motivation. At the same time, the thermometer graphic to the right of the table also indicates the percentage of the table
contents that the student has worked through. Gold stars next to the thermometer
indicate levels of progress where new games become available to the student. Students
can click on the Games button in the top bar to take a break from drill and play any
of the games that they have earned, subject to the limits chosen by the teacher (see
above). The games provided in QuickTables are designed to reinforce the students’
knowledge of the math facts that they have just learned.
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Figure 9.5: QuickTables Worksheets
9.3
Reporting your Students’ Progress in QuickTables
The Report for QuickTables appears as an option under Reporting for any class where
QuickTables has been enabled. (Click “Reporting” in the left-hand margin, then “QuickTables,”, then the tab for the table whose report you would like to see (e.g., “Addition”).
The Reporting view for QuickTables shows, for each student, the Target Time (how long
the student has to answer problems), the date they started in QuickTables, the last login
date, and the total hours spent in QuickTables (Fig. 9.3). Then it shows a bar graph;
the bar graph displays percent mastery of the table contents in blue for the most recent
assessment, with an additional segment in green showing what was added since the last
assessment (blue plus green equals the student’s total current mastery).
To print the Reporting page, use the ALEKS Print button to upper right; to download
its contents in Excel format, use the link just above the tabs at the right-hand margin.
To see separate bar graphs for all of your students’ assessments, use the link beneath
the report marked “Display old Sessions.”
9.4. ADDITIONAL FEATURES IN QUICKTABLES
9.4
Additional Features in QuickTables
By clicking on the ”Edit“ button at the end of a row in the report, it is possible to change
the “Target Time” for students’ answers, display the On-Screen Timer, and activate the
Keypad for students who may need it. The Keypad allows students to enter answers
by clicking with their mouse, rather than using the computer keyboard. There are
also checkboxes, at the right-hand end of the row, used to order new assessments or
Worksheets for individual students or for the group.
QuickTables Worksheets. You can also find options for the use of QuickTables
Worksheets under “Taking Actions” (Fig. 9.5). Like other Worksheets in ALEKS,
QuickTables Worksheets are individualized to each student’s current progress. It is also
possible to produce customized Worksheets on selected facts from the tables.
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Chapter 10
Teaching with ALEKS
10.1
The ALEKS Educational Paradigm
ALEKS is based on the realization that students learn math in different ways, at differing
speeds. Starting from an accurate assessment of their current knowledge, students in
ALEKS are only offered what they have shown themselves ready to learn. They therefore
experience less frustration (from material that is too hard for them) and boredom (from
material that is too easy for them). Learning is more efficient and more rapid. Students
have “ownership” of their learning process, and grow in confidence and independence.
If a student forgets what was once learned, ALEKS smoothly and efficiently guides the
student through all necessary review and reinforcement. The student will not be “lost.”
With time and persistence, every ALEKS student will progress toward mastery; this
progress will be clearly visible to both student and teacher.
It is normal for students to be in disparate knowledge states; this would be the case
in any event, but ALEKS puts this information clearly at the teacher’s disposal. The
relative mastery attained by students appears clearly from the “Learning Progress Since
Latest Assessment” Report in the Teacher Module. ALEKS does not require the students to progress as a unified group. ALEKS will permit a student to work on any topic
in the category “ready to learn,” a well-chosen list of topics which the student has not
yet learned, but has demonstrated (within ALEKS) the readiness to begin learning.
Students using ALEKS will experience new independence in learning, to which some
may be unaccustomed. Many will find this difference exhilarating. Teachers also may
find different opportunities for optimizing their role in the learning process, with a
greatly expanded ability to accurately monitor and effectively promote their students’
learning. The role of the teacher is critical in providing structure, support, and reward
for the students’ effective use of ALEKS. If ALEKS is used properly, the teacher’s
scope for individual coaching and small-group instruction will be greatly expanded, as
will the freedom to teach a broader and richer math culture (to some or all students,
time permitting).
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In other words, ALEKS turns the teacher from a footsoldier in the trenches into a field
commander, possessed of powerful resources, surveying a broad landscape of information, able to make effective strategic decisions. The point is that ALEKS puts the
teacher in command; among other things, the teacher can take more or less of ALEKS,
give it a greater or lesser position among other class requirements and activities. Various styles of use are possible. The following should be understood as mere suggestions,
designed to give teachers a sense of the possibilities offered by ALEKS’s substantial
library of tools.
10.2
The Teacher and ALEKS
Not every way of using ALEKS involves supervised classroom sessions. When this is
sensible, however, it provides a new dimension to the students’ learning.
The teacher in an ALEKS class need not be collecting, correcting, or distributing papers, struggling with discipline issues, organizing groups, managing materials, giving
instructions, or supervising activities. The teacher in an ALEKS class may be just as
busy teaching mathematics to individual learners: getting one student started on a new
topic, checking another student’s work, responding to questions, suggesting alternate
methods and explanations, making or reinforcing connections among concepts, congratulating those who “add an item to their pie.” ALEKS provides comprehensive support
to the student in every phase of its use; yet the teacher will find that the additional
direct support given this way is unexpectedly welcome and productive. Suddenly the relation of teacher and student is based on knowledge and discovery, not management and
sanction. No one is “behind” in ALEKS; setbacks are readily addressed and overcome;
every student can expect to make progress and be recognized.
It is important, especially in the early stages of an ALEKS class, that the teacher be
generous in recognizing student progress. Students need to understand that when they
add an item to their pie, or show progress in a new assessment, it is an achievement,
and the proper use of ALEKS. Soon this will become second nature and learning will be
its own motivation. At the same time, formal rewards for the effective use of ALEKS
need to be built into the class structure and made clear from the outset (See Sec. 10.3.).
Students will be assessed at the beginning of their use of ALEKS (following Registration
and the Tutorial), and at regular intervals thereafter. The teacher does not need to
supervise all ALEKS assessments; normally, students will be using ALEKS outside as
well as in the lab or classroom, and taking assessments at various times and locations.
Once the students realize that the purpose of the ALEKS assessment is to provide
appropriate material in the Learning Mode, there will be little reason to get help,
use the textbook or calculator inappropriately, or in any other way achieve incorrect
assessment results.
We recommend that the initial assessment be supervised. The students may need
assistance in their first use of the system, they will need to be reassured that the
assessment is not for a grade, and it is important that the results of this initial assessment
10.3. PLANNING THE ALEKS CLASS
be valid, so that that the students’ work in the Learning Mode be productive from the
start. For the teacher’s own information, other supervised assessments may also be held
at regular intervals to provide accurate “snapshots” of overall progress by the class (See
Sec. 10.11). We suggest that such supervised assessments be scheduled at the midpoint
and end of the class. Also, any assessment results which may be used as a component
in the students’ grades should, of course, be obtained from assessments performed with
the level of supervision required by the educational institution for final exams (See
Sec. 10.15).
NOTE. In cases where students do not seem to be making adequate progress in ALEKS,
the cause may be found in help that the student received on an unsupervised assessment
from a person or inappropriately used calculator, skewing the assessment results and
leading to inappropriate material in the Learning Mode.
10.3
Planning the ALEKS Class
In some ways, planning a class in which ALEKS is to be used is simpler than planning
other kinds of classes. The teacher may assume complete freedom in planning lectures,
lessons, and assignments, while ALEKS ensures that students can progress toward mastery regardless of their level of preparation. It is neither necessary nor helpful for the
teacher to attempt to constrain the interactions of the ALEKS system with individual
students. To the extent that students will be working independently in ALEKS, the
content of lab classes is provided by their work in ALEKS, and need not be planned
separately. Teachers wishing to give their students the greatest possible benefit from
using ALEKS, however, can use its features to plan focused small-group instruction
from week to week (See Sec. 10.5).
At the same time, it is extremely important to make ALEKS an integral part of the class
requirements and grading scheme. There is no other single factor which influences the
success of students using ALEKS so much as the time that they spend on the system,
along with the regularity of their use. This means that the students must be required
to spend a suitable amount of time in ALEKS on a weekly basis, say 2-4 hours, that
they must be informed of this at the very beginning of the class, and that the teacher
must monitor their fulfillment of this obligation. Moreover, the amount of time required
must be carefully determined to be reasonable, and in balance with other requirements
for the course. The teacher should not simply include an ALEKS requirement without
reducing in corresponding measure the other requirements that the students would have
had to fulfill without ALEKS. For example, the quantity of homework problems may be
reduced, as the students will be solving problems in their ALEKS sessions. In a sense,
the ALEKS requirement is stricter than others, since the teacher knows exactly what
time the students have spent, and the students will naturally be sensitive to this. With
time, students will realize the benefit that they receive from ALEKS, and its effect on
their overall grades. At first, however, it will be simply another requirement, one whose
communication requires particular thoughtfulness on the teacher’s part.
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Obviously these are only suggestions, and experienced teachers may well choose approaches that will be more effective with their own students. The underlying idea is
that there must be clear, formal support for the use of ALEKS, however that support
is best implemented in a particular setting.
Many teachers have found that in order for the ALEKS requirement to be meaningful,
it may beneficially be made part of the grading system or system of rewards for the
class. The simplest approach is to provide a certain number of points toward the final
grade for each week that the student fulfills their required hours. It is advisable to
reward each week, so that the student does not fall into the expectation that all of the
required hours can be done at the end; consistency should be rewarded, along with total
hours. If a student falls short of the specified hours during a particular week, that week
is not rewarded, but neither is the “deficit” carried forward; the next week begins with
a clean slate (the primary concern is regular use of the system; for this reason a surplus
is also not carried forward). Proportional rewards are also possible; each hour spent
has a point value, up to the required minimum.
In order to effectively monitor the students’ use, the teacher should check the hours on
the “Learning progress since latest assessment” page (under “Reporting”). This page
can be printed out every week for record-keeping. In very rare cases, students will try
to fool ALEKS by logging on to their accounts and doing something else; this can be
detected by noticing that the number of items gained per hour is far too low (or null).
ALEKS will log the student off if there is no activity after a certain amount of time.
Teachers can obtain a precise record of a student’s actual work in ALEKS by viewing the
student’s Report (“Reporting”/“Report for a single student in this class (pie chart)”),
under “Learning Log.”
The students’ achievement in ALEKS (as opposed to their use of the system) may also
be used as a component in their final grade. For information on how to do this please
see Sec. 10.15.
10.4
Preparing Your Students
The following considerations may be useful in preparing your students to begin to use
ALEKS.
Computer Skills
Some students who have had little experience with computers may need assistance
with the use of the mouse and, in particular, with “scrolling” the window of a web
browser. We recommend that you demonstrate these skills to the students before
beginning their use of ALEKS. If possible, additional staff should be on hand for
the first session to assist the students as necessary.
Difficulty of Assessment Questions
The ALEKS assessment is always comprehensive in order to achieve the highest
degree of accuracy and reliability. In the course of the assessment, some questions
10.5. FOCUSED INSTRUCTION WITH ALEKS
may be too easy or too difficult for some students. The students should be told to
click the “I haven’t learned this yet” button if a question is completely unfamiliar
to them, but otherwise that they should do their best to answer. As the assessment
proceeds, the questions will focus more and more closely on the outer limits of the
student’s actual knowledge. In Learning Mode (following the assessment), students
will be provided only material that they are ideally prepared to learn.
Length of Assessments
The number of questions asked in an ALEKS assessment varies. Normally an
assessment in Arithmetic requires between 15 and 25 questions. Occasionally, the
number of questions asked may be greater than this.
No Help in Assessments
Explain to the students that they will need to use paper and pencil for answering
assessment questions, but that no help or collaboration whatsoever is permitted
during assessment. If the teacher or anyone else helps the student during assessment, even to the extent of explaining or rephrasing a question, assessment
results may be inaccurate and the student’s learning in ALEKS may initially be
hindered. Be sure they understand that the purpose of the initial assessment is to
give ALEKS a precise, detailed understanding of what a student knows, so as to
render learning very efficient by focusing on what the student is ready to learn.
It is not a “test” that one can pass or fail. They will not receive a grade on an
ALEKS assessment unless the teacher deliberately chooses to use grades.
10.5
Focused Instruction with ALEKS
The features of the Teacher Module make it possible to prepare students for specific
topics that they are going to work on, and to reinforce and expand on knowledge
that students have recently acquired. This involves either guiding lectures or focused
instruction to small groups of students based on data obtained from ALEKS. From the
teacher’s viewpoint, these are powerful features of ALEKS, and their use constitutes a
proactive integration of ALEKS with the class structure.
The two kinds of “teaching opportunities” cued by ALEKS come from two types of
information maintained by the system for students over the entire time that they use
it: the set of items a student is “ready to learn” (or “outer fringe” of the student’s
knowledge state), and the set of items most recently learned (“what students can do,”
the “highest” topics in the student’s knowledge state, called the “inner fringe”) (See
the Teacher’s Guide under “Inner and Outer Fringes of a Knowledge State,” in the
chapter “Knowledge Spaces and the Theory Behind ALEKS”). The items “ready to
learn” are the topics a student may normally choose to work on in ALEKS; the items
recently learned (“what a student can do”) are considered the least secure and most
likely to need review or reinforcement. (These items may be made available for review
by clicking “Review.”) When the students are logged on to ALEKS these two kinds of
information are used automatically to guide and manage their learning. The teacher,
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however, can also view the inner and outer fringes in a convenient format to plan focused
instruction that will parallel, supplement, and enhance the individual work that their
students are doing in ALEKS.
To find this information for a class, the teacher should enter the Teacher Module and
click “Reporting,” the name of the class, then “Average report (pie chart).” The
piechart in Average report represents the average student in the given class, and displays the weaknesses and strengths of the class as a whole. To see the outer and inner
fringes of the group we need to use options from the “Display mode” menu: “Ready to
learn,” and “What students can do.”
Suppose we choose the option “Ready to learn (learning)” from the menu “Display
Mode.” This will summarize the topics that all of the students in the class are currently
ready to learn; the parenthesis “(learning)” indicates that the information is based on
their most recent work in the Learning Mode, and so completely current. For each
topic the number of students ready to learn that topic appears to the right (e.g., “12
students”); clicking on that phrase displays the students’ names, whereas clicking on
“Open All” displays all the students’ names for all of the topics. For each topic-list,
there is a link to send a message to precisely those students. The purpose of this analysis
is that the teacher may pick one or more topics from the list and schedule small-group
sessions preparing the named students to learn them more effectively.
Now suppose we choose “What students can do (learning)” from the menu “Display
Mode.” Another list of topics will be produced; the students listed for these topics,
however, are those who have recently worked on and, at least tentatively, learned the
topics. Thus, the teacher can schedule focused sessions with these groups of students
to reinforce or expand on material that is fresh in the students’ minds, on which they
are likely to have the most questions and ideas.
This gives the teacher the possibility of always teaching to students who are ideally
prepared. It suggests a mode of teaching to the moment of opportunity, and generalizes
individual learning to small groups of learners at specific times; obviously, the data
obtained for this purpose from ALEKS on one day will be of considerably less value if
used a week later.
It may be useful to look at some examples illustrating how these features may be used.
If you have not used the ALEKS Teacher Module extensively, it will make more sense
as you have more experience using ALEKS as a teaching tool.
Example 1: Basic
On a Friday evening, the teacher sits down to plan lessons for the following week.
He or she logs onto ALEKS, selects the reporting feature and the name of a class in
Arithmetic, and clicks “Average Report.” A pie chart appears showing the average
profile of mastery in the class.
The “slice” of the pie chart for Whole Numbers is full to about 90 percent; the
slices for Fractions, Decimals, and Proportions and Percents are filled much less,
ranging between 20 and 40 percent. This indicates that lessons for the week may
10.5. FOCUSED INSTRUCTION WITH ALEKS
focus profitably on the most advanced Whole Numbers topics as well as on topics
of moderate difficulty in Fractions, Decimals, and Proportions and Percents.
Example 2: Intermediate
On a weekend afternoon, the teacher logs on to ALEKS, clicks “Reporting,” then
the name of a class in Arithmetic, and then “Average report (pie chart).” After
a look at the pie chart, the teacher selects “Ready to learn (learning)” from the
“Display Mode” menu, and clicks “OK.” When the list of topics appears, the
teacher scans this list for items of particular difficulty. There it is! “Ordering
Numbers with Exponents” has 16 students currently able to choose this topic from
their pie charts. The teacher notes this topic down for class discussion early in the
week. With the benefit of some timely preparation, the students can be expected
to master this troublesome topic with little or no difficulty.
Example 3: Advanced
On a Monday morning, the teacher logs on to his or her ALEKS account, clicks
“Reporting,” then the name of a class in Algebra 1, and then “Average report (pie
chart).” Following this the teacher switches, first, to the option for “Ready to learn
(learning)” and clicks the ALEKS Print button. Even if “Open All” was not clicked
the page will be displayed with all lists of students’ names displayed. Then, the
teacher switches to the option for “What students can do (learning),” and, again,
clicks the Print button. With these two printouts in hand, the experience and
expertise of the teacher are used to used to plan with this information. Suppose
that there is only time in the week’s schedule for two small-group sessions. (The
ALEKS class has only one hour in the lab, and ten minutes are set aside to speak
with each small group; the remaining 40 minutes are for helping students in the
lab.) The teacher will look over the topics with two questions in mind: which
topics have the greatest numbers of students, and which are pedagogically most
worth discussing.
For example, looking at the list of topics “Ready to learn,” the teacher sees “Solving
a Linear Equation with Absolute Value: Problem Type 1.” The teacher knows from
experience that students have difficulty with the concept, and that they are more
successful with it if they have had a chance to review. This topic has 12 students
out of 30 in the class. The teacher uses the message feature to send a note to these
students, asking them to meet in the front of the room at the beginning of the lab;
the students will receive this note the next time they log on to ALEKS, no later
than the beginning of that lab.
Looking over the list of topics “What students can do,” the teacher sees “Marking a
point in the coordinate plane,” with 10 students. Although the number of students
is less than for other topics, this one seems to the teacher richer in its content of
mathematical culture than the others. Students who have just worked on this
topic are using the coordinate plane for the first time, and they are ripe for an
introduction to the vast areas of mathematical thought for which it opens the
door. Thus this is chosen as the second topic, and a second message is sent to
these students, to meet at the front of the room, ten minutes into the lab.
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10.6
Models of Classroom Integration
There are numerous ways in which ALEKS can be and is used in concrete educational
situations.
1. Supervised Math Lab. Expert supervision can be provided for the students’
use of ALEKS in regularly scheduled math lab periods, whether or not these are
part of a conventional class structure. Students benefit from the direct coaching
and assistance of qualified teachers in the course of their work with ALEKS.
2. Math Lab in Structured Course. The supervised math lab may be part of a
structure of class meetings, combined with conventional and lecture-style classes.
The teacher in such a setting need not gear the sequence of topics covered in classes
in any way with what the students are doing in ALEKS; the students’ independent
work in ALEKS will increasingly benefit their performance on quizzes and tests,
as well as their understanding of lectures, as the class progresses. ALEKS is
not designed to “teach to the test,” although experience has shown that students’
performance on comprehensive tests improves dramatically when they have worked
with ALEKS over time.
3. Small-Group Instruction. The recommended use of ALEKS in a classroom
setting makes use of the detailed analysis of individual student knowledge provided
through the Class Report page to tailor the lectures to the skills of students.
4. Self-Paced Learning. In this scenario students may use the school computer
lab on their own, with only informal supervision. ALEKS is used in this case much
as it is for distance learning, except that students have the opportunity for closer
consultation with the instructor.
5. Distance Learning. ALEKS is used with great independence by students who
may never enter the physical classroom, or may enter only on a few occasions for
orientation and supervised assessments. ALEKS provides a range of features for
communication between teacher and student, as well as powerful facilities for the
monitoring and evaluation of student work.
Regardless of which approach is used, you can derive more benefit from ALEKS though
monitoring the students’ use of ALEKS and communicating with them, whether in
direct contact, by email, or by messages through the ALEKS system. As discussed
above, we recommend that a certain number of hours in ALEKS each week be required
(See Sec. 10.2); this should be made clear from the start as part of the published course
syllabus and rewarded appropriately through the grading scheme. Students’ progress
in ALEKS should be recognized and reinforced early on by informal, personal praise;
conversely, students who do not seem to make adequate progress should be contacted
promptly, the cause of their difficulty determined and remedied.
The following sections of this chapter provide more information on these issues affecting
the classroom use and integration of ALEKS.
10.7. MONITORING STUDENT USE
10.7
Monitoring Student Use
In the day-to-day use of ALEKS by a class, a principal concern of the teacher is to monitor that students are using the system with the required regularity and for at least the
minimum required amount of time. The most convenient place to find this information
is the “Learning progress since latest assessment page” (under “Reporting”). Each student’s name is displayed on this page with the total number of hours that student has
spent logged on to the system. Students can see this same total in their own accounts
by using the button “Report.”
It is also important that critical assessments throughout the class be supervised by the
teacher, to ensure that valid results are received (See Sec. 10.2).
10.8
Monitoring the Progress of a Class
The teacher can also use the bar graphs to see how close each student is to mastery of
the subject matter on the Learning Progress Since Latest Assessment page. It should
be kept in mind that the bar graphs displayed on this page show only the students’
achievement as of their last assessment (in blue) and any progress made in the Learning
Mode since that assessment (in green). For a more panoramic view of the progress
made by a group, select the “Overall progress in assessment” report. This displays
the difference between the students’ knowledge as of their first assessment and that
demonstrated on their most recent assessment.
To see each of the assessments for a given student, with that student’s progress subsequent to each assessment in the Learning Mode, the teacher should view the page
“Progress report for a single student in this class” for the student.
10.9
Monitoring Individual Progress
On the page “Progress report for a single student in this class” there is a line for
each assessment taken by a particular student, with bar graphs showing mastery as
of that assessment and subsequent progress made in the Learning Mode. The initial
assessment is shown in the bottom line, with later assessments “stacked” upward. By
following progression from earlier to later assessments, the teacher can see very clearly
how a student is progressing toward mastery of the subject matter.
Caution should be exercised in interpreting this information. Students vary widely both
in the smoothness and in the speed with which they master material. Progress made
in the Learning Mode (green bar) is not always immediately reflected in the student’s
level of mastery on a subsequent assessment. Some students progress more quickly in
assessment than in the Learning Mode. In such cases the “new” blue line is further
ahead than the green line just below it. On the other hand, many students make faster
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progress in the Learning Mode than in assessment. In such cases the “new” blue line
lags behind the green line below it. It is very common for a student to master the entire
subject matter two or more times in the Learning Mode before that mastery is finally
confirmed in an assessment. None of these situations is unusual. Part of the power of
the ALEKS system is that it does not expect students to behave like machines, but
makes allowance for a robust and unpredictable “human factor.”
NOTE. In cases where a student moves backward in his or her mastery, the teacher
should make individual contact with the student. This student may be experiencing
a personal problem, there may have been third-party help on an initial assessment, or
there may be other external factors affecting the situation.
10.10
Moving a Student to a New Class
A student subscription to ALEKS entitles the student to work through as many subjects
in the sequence as the student masters during the subscription period. When a student
completes the objectives of a class, ALEKS will allow the student to continue until
the subject-matter is exhausted. At this point the student should be moved to a more
advanced class.
For example, when a student completes the subject matter for a class whose program
corresponds to Arithmetic, the teacher should unenroll that student from Arithmetic
in ALEKS and reenroll the student in a new class whose topic is set to Algebra. If no
such class exists, it should be created so that the student is not prevented from making
further progress.
10.11
Ordering Assessments
Following the initial assessment (which should be taken under the teacher’s supervision), the ALEKS system will automatically schedule any other assessments needed for
correctly informing and guiding a student’s progress. The instructor, however, can order
an individual or group assessment at any time. It is a good practice for the teacher to
schedule supervised assessments at regular intervals (interim and end of the class), as
“snapshots” of overall class achievement. Assessments may be ordered more frequently
if the teacher feels that there has been third-party help on some automatic assessments,
producing invalid results.
10.12
Independent Study and Distance Learning
The ALEKS system is well suited to use in an independent study or distance learning
context. ALEKS is self-contained and adaptable to any program or class materials.
Students using ALEKS under these circumstances know exactly what the class goals
10.13. THE ALEKS KNOWLEDGE STRUCTURE
are, where they stand in relation to those goals, and where to find the instructional and
practice tools to achieve them.
For the teacher administering an independent study or distance learning program,
ALEKS solves nearly every problem of management, oversight, evaluation, and communication. All of the information needed to keep track of far-flung independent learners
is at the teacher’s fingertips, through the features of the Teacher Module. The internal
message system of ALEKS puts the teacher in constant touch with students without
dependence on telephone or email communication.
10.13
The ALEKS Knowledge Structure
Each ALEKS subject, such as Algebra 1, has a knowledge structure associated with it.
The knowledge structure for Algebra 1, for example, is covered by about 300 ALEKS
items (or problem types). A knowledge state is a subset of items which may correspond
to the knowledge of an actual student (i.e., there may be a student who has mastered
exactly those items, and no others). A knowledge structure is the family of all the
knowledge states that we may encounter for a given subject.
An ALEKS structure affects virtually every aspect of ALEKS’s functioning. In the
ALEKS assessment mode it enables ALEKS to make inferences from student answers,
keeping the ALEKS assessments brief, but uncannily accurate.
The structure is also crucial in the ALEKS Learning Mode. Using the structure of
Algebra 1, for example, the system knows precisely which items are in the inner fringe
and outer fringe of each of the knowledge states in ALEKS for Algebra 1. The items in
the outer fringe of a student’s knowledge state are those items that the student is the
most ready to learn next. (From a technical standpoint an item is in the outer fringe
of a state if adding that item to the state results in a feasible knowledge state.) These
items are presented to the student in MyPie when the student moves the mouse pointer
over the ALEKS pie chart. Similarly, an item in the inner fringe of a student’s state is
an item either recently learned or one whose mastery by the student might be shaky.
(Technically, an item is in the inner fringe of a state if removing that item from the
state results in another feasible knowledge state.) They are presented to the student
when the student is having difficulty in the ALEKS Learning Mode and during ALEKS
review.
An additional benefit of the proliferation of connections among items in ALEKS is its
extreme flexibility from the students’ viewpoint: for any particular topic, there is a vast
number of possible approaches, or learning paths, which may lead students to mastery
of that topic. This flexibility does not imply, however, that any order is possible. Each
learning path leading to a particular topic must contain, at a minimum, the items which
are “below” such topic in the ALEKS structure. That is, we may say that the more
“advanced,” or “highest,” topics in an ALEKS structure are those for which the ALEKS
system will require the student to learn the largest number of other items before those
items will be presented to the student.
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10.14
Modification of Programs
Teachers do not need to create or modify the program in order to use ALEKS. Every
subject has a comprehensive default, which will be in effect without any actions on the
teacher’s part.
In some cases it may be desirable to modify the program used for a particular group of
students. Extensive creation and modification of Standards and Programs is possible in
the ALEKS Advanced Teacher Module, depending on the course product used. Please
keep in mind the following points regarding the use of programs in ALEKS:
ˆ A program in ALEKS implies the existence of a knowledge state, that is, a possible
configuration of a student’s knowledge, defined as the goal of the class. As such,
all items in this “final” knowledge state of the program must be learnable within
the program. This is determined in ALEKS by reference to the ALEKS structure
(See above, Sec. 10.13). If an item is added to the program in ALEKS, all other
items which are “below” that item will also be added. If an item is removed, all
other items in the program which are “above” that item in the ALEKS structure
will also be removed. The Content Editor warns when this is occurring.
ˆ Thus it is possible to modify a program in ALEKS only by “trimming” the tree
from its branches, not from its roots.
ALEKS also provides a facility for creating multiple sets of programs within a single
class (See the Teacher’s Guide under “Intermediate Objectives,” in the chapter “Advanced Teacher Module: Results & Progress”). The Intermediate Objectives feature
makes it possible to prioritize particular sets of items for particular periods of time,
by constraining the choices available to the students. When Intermediate Objectives
have been set, students will be guided to these items by the shortest possible path.
Items that they are ready to learn, but are not on the shortest path to the Intermediate
Objectives, with be “grayed out”; they will appear in the students’ pie charts, but the
students will not be able to choose them.
10.15
Learning Rates in ALEKS
ALEKS allows teachers to flexibly evaluate and interpret student learning. There are
four criteria, which can be used in any combination: percentage of course goals mastered,
total hours spent in ALEKS, average items gained per hour of use, and average number
of items gained per week of use. Each can be set to “Private,” so that only the teacher
sees the evaluations, to “Public,” so that the teacher sees the evaluations for all students,
and each student sees their own, or to “Disabled,” so that no one sees them.
Detailed instructions on the use of the learning rates feature may be found in the
Teacher’s Guide under “Assign Learning Rates,” in the chapter “Advanced Teacher
Module: Results & Progress.”
10.15. LEARNING RATES IN ALEKS
Caution must be exercised in determining which, if any, of these criteria should be set
to “Public,” so that they are seen by the students. For example, if the evaluation for
percentage of course goals mastered is set to A for 90 percent, B for 80 percent, C for
70 percent, D for 60 percent, and Failure below that, the students will see these letters
in their accounts as long as their percentage mastery is in the ranges given (i.e., D when
it is between 60 and 69 percent). This will only make sense when the students are close
to finishing the course, and may cause confusion if the grades are made “Public” before
then.
The same proviso applies to the other kinds of evaluations available through ALEKS.
The value of using these evaluations in the “Public” mode may be greatly enhanced if
the teacher decides to set a new scale every week, or at other appropriate intervals. This
might mean, for example, that A is set to 20 percent for the first week, to 25 percent
for the second week, and so forth, with the other evaluations set accordingly. Such a
procedure requires more work by the teacher, but it certainly gives the students a more
meaningful frame of reference for their progress.
Some of the kinds of evaluations in ALEKS may be more useful for the teacher alone
than for the students. Such evaluations should be set to “Private.” The evaluation
based on average items gained per week, for example, might be set to some minimum
value like 3 (in an Algebra class requiring 3 hours of work in ALEKS per week). Now,
the teacher would not want to send the message to the students that 3 items gained
per week is “Enough,” since many students in the class may be capable of much more.
Conversely, a student whose progress falls below this rate might not be helped by the
stern notation in their account that their progress is “Not enough”; the reasons for
slow progress may be varied. At the same time, a student making slower progress than
this should be brought to the teacher’s attention for intervention of some kind. If the
evaluation is set to “Private,” the teacher will see the flag “Not enough” appearing next
to the names of students whose progress is slower than this, on the Class Progress page,
alerting them to the need for special attention.
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Chapter 11
Knowledge Spaces and the Theory
Behind ALEKS
11.1
History
Knowledge Space Theory has been under development since 1983 by Professor JeanClaude Falmagne, who is the Chairman and founder of ALEKS Corporation, and other
scientists (especially, Jean-Paul Doignon from Belgium) in the United States and Europe.
ALEKS is the first computer system to embody Knowledge Space Theory for assessment
and teaching.
11.2
Theory
An exposition of Knowledge Space Theory is not intended here, nor is one necessary for
the purposes of this manual. Knowledge Space Theory is expressed in a mathematical
discipline often referred to as “Combinatorics.” The Bibliography contains a number of
references for those interested in further details (See Sec. 11.3). What follows here is a
brief, intuitive summary introducing certain fundamental terms employed in discussions
of ALEKS.
11.2.1
Domain, Items, and Instances
An academic discipline such as Arithmetic or Algebra is represented as a particular set
of problems or questions that comprehensively embody the knowledge of the discipline.
That set is called the domain, and the problems are called items. A symbolic representation of the domain of Arithmetic uses dots standing for items (Fig. 11.1). One of
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Figure 11.1: Domain of Arithmetic
the items, which might be entitled “Word problem with percentages,” is indicated by a
line. The problem in the rectangle is an instance of that item.
Each item, or problem type, has dozens, sometimes hundreds or thousands, of instances.
Full mastery of the domain implies the ability to solve problems corresponding to all
the items making up the domain.
Determining the set of items that make up the domain is the first step in constructing
a “knowledge structure” for that domain. This is done by research in instructional
materials and standards and very systematic, painstaking consultation with teachers.
Substantial agreement is achieved among expert pedagogues on the choice and definition of items. The set of items finally arrived at and forming the domain must be
comprehensive, that is, it must cover all the concepts that are essential in the particular
academic discipline.
11.2.2
Knowledge States
The knowledge state of a student is represented by the set of items in the domain
that he or she is capable of solving under ideal conditions (Fig. 11.2). This means that
the student is not working under time pressure, is not impaired by emotional turmoil
of any kind, etc. In reality, careless errors may arise. Also, the correct response to a
question may occasionally be guessed by a subject lacking any real understanding of the
11.2. THEORY
143
Figure 11.2: Knowledge State
question asked. (This will occur very rarely when using the ALEKS system, because
multiple choice answers are not used.) In general, an individual’s knowledge state is
thus not directly observable, and has to be inferred from the responses to the questions.
11.2.3
Knowledge Structures and Knowledge Spaces
It should be intuitively obvious that not all possible subsets of the domain are feasible
knowledge states. For instance, every student having mastered “long division” would
also have mastered “addition of decimal numbers.” Thus, there is no knowledge state
containing the “long division” item that does not also contain the “addition of decimal
numbers” item. The collection of all feasible knowledge states is referred to as the
knowledge structure. In the current implementation of ALEKS for Arithmetic, the
number of feasible knowledge states is approximately 50,000. Thus, the knowledge
structure for Arithmetic contains approximately 50,000 knowledge states. In order to
assess a student in Arithmetic, ALEKS must find out by efficient questioning which of
these 50,000 states the student is in. This large number of states means that there are
many possible ways of acquiring knowledge, i.e., many learning paths (Fig. 11.3). In
the ALEKS knowledge structure there are literally billions of such learning paths. A
“knowledge space” is a particular kind of knowledge structure.
As in many real-life applications, “noise” and errors of various sorts often creep in,
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Figure 11.3: Learning Path
which require the elaboration of a probabilistic theory. The ALEKS System is based
on such a probabilistic theory, which makes it capable of recovering elegantly from
any misconceptions. For instance, ALEKS is capable of deciding that a student has
mastered an item, even though the student has actually made an error when presented
with a problem instantiating this item. This is not mysterious: a sensible examiner
in an oral exam, observing an error to a question about addition would nevertheless
conclude that the student has mastered addition, for example, if that student had given
evidence of skillful manipulation of fractions.
11.2.4
Inner and Outer Fringes of a Knowledge State
An item that has not yet been mastered by a student may not be immediately learnable
by that student. Learning one or more prerequisite items may be necessary. Consider
a student in a particular knowledge state K. The set of all items that may be learned
immediately by a student in that state K is called the outer fringe of the state K.
More precisely, an item is in the outer fringe of the state K if the addition of that item
to the state K forms a new, feasible knowledge state (Fig. 11.4). Typically, the outer
fringe of a knowledge state will contain between one and several items.
Similarly, an item is in the inner fringe of a state K if there is some other knowledge
state to which that item may be added to form state K (Fig. 11.5). The inner fringe
11.2. THEORY
145
Figure 11.4: Outer Fringe of a Knowledge State
of a state K is thus defined as the set of all items which may have been the last one
learned.
These two concepts of inner and outer fringes are used in powerful ways in the Learning
Mode of the ALEKS system. For example, the system always offers a student problems
to solve that are based on items in the outer fringe of his or her state. If ALEKS judges
that a student is experiencing difficulties in learning some new item, ALEKS typically
reviews the mastery of items in the inner fringe of the student’s state that are also
related to the new item to be learned.
11.2.5
Assessment
How can ALEKS uncover, by efficient questioning, the particular knowledge state of a
student? While the details of ALEKS’s method for achieving such a goal are technical,
the guiding intuition is straightforward. At every moment of an assessment, ALEKS
chooses a question to be “as informative as possible.” In our context, this means a
question which the student has, in the system’s estimate, about a 50 percent chance
of getting right. The student’s response (correct or false) determines a change in all
the likelihood values: for instance, if the question involved a manipulation of fractions,
and the student’s response was correct, then all the knowledge states containing this
item would have their likelihood values increased. The specific way the questions are
chosen and the likelihood values altered makes it possible for ALEKS to pinpoint the
student’s state quite accurately in a relatively short time. In Arithmetic, for example,
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Figure 11.5: Inner Fringe of a Knowledge State
approximately 15–25 questions often suffice.
Finally, it should be noted that the assessment report given to students, teachers, and
administrators is a very precise summary of the student’s knowledge state. If the
structure is known, the outer fringe and inner fringe together completely define the
student’s knowledge state. Internally, the system registers the student’s knowledge or
non-knowledge of each item in the domain.
A comprehensive treatment of Knowledge Space Theory can be found in Doignon and
Falmagne, Knowledge Spaces (Springer-Verlag, 1999).
11.3
Selected Bibliography
Albert, D., editor. (1994). Knowledge Structures. Springer Verlag, New York, 1994.
Albert, D. and Hockmeyer, C. (1997). Adaptive and dynamic hypertext tutoring systems based on knowledge space theory. In Benedict du Boulay and Riichiro Mizoguchi,
editors, Artificial Intelligence in Education: Knowledge and Media in Learning Systems, volume 39 of Frontiers in Artificial Intelligence and Applications, pp. 553-555,
Amsterdam, 1997. IOS Press.
Albert, D. and Lukas, J., editors. (1999). Knowledge Spaces: Theories, Empirical
Research, Applications. Lawrence Erlbaum Associates, Mahwah, NJ, 1999.
Albert, H. P. Bahrick, J.-C. Falmagne, C. Witteveen, G. d’Ydewalle, and M. Toda.
11.3. SELECTED BIBLIOGRAPHY
Representation and assessment of knowledge. (1990) In B. Wilpert, H. Motoaki, and
J. Mitsumi, editors, General Psychology and Environmental Psychology, volume 2, pp.
9-98, July 1990. Proceedings of the 22nd International Congress of Applied Psychology.
Baumunk, K. and Dowling, C. (1997). Validity of spaces for assessing knowledge about
fractions. Journal of Mathematical psychology, 41, 99-105, 1997.
Brandt, S., Albert, D., and Hockemeyer, C. (1999). Surmise relations between tests preliminary results of the mathematical modelling. Electronic Notes in Discrete Mathematics, 2, 1999.
Cosyn, E. (2002). Coarsening a knowledge structure. Journal of Mathematical Psychology, 46, 123-139, 2002.
Cosyn, E. and Thiery, N. (2000). A practical procedure to build a knowledge structure.
Journal of Mathematical Psychology, 44, 383-407, 2000.
Degreef, E., Doignon J.-P., Ducamp A., and Falmagne J.-C. (1986). Languages for the
assessment of knowledge. Journal of Mathematical Psychology, 30, 243-256, 1986.
Doignon, J.-P. (1998). Dimensions of chains of relations. Electronic Notes in Discrete
Mathematics, 2, 1999. Abstract of a Talk presented at the OSDA98, Amherst, MA,
September 1998.
Doignon, J.-P. and Falmagne, J.-C. (1985). Spaces for the assessment of knowledge.
International Journal of Man-Machine Studies, 23, 175-196, 1985.
Doignon, J.-P. and Falmagne, J.-C. (1987). Knowledge assessment: A set theoretical
framework. In B. Ganter, R. Wille, and K.E. Wolfe, editors, Beitrage zur Begriffsanalyse: Vortrage der Arbeitstagung Begriffsanalyse, Darmstadt 1986, pp. 129-140,
Mannheim, 1987. BI Wissenschaftsverlag.
Doignon, J.-P. and Falmagne, J.-C. (1988). Parametrization of knowledge structures.
Discrete Applied Mathematics, 21, 87-100, 1988.
Doignon, J.-P. and Falmagne, J.-C. (1997). Well-graded families of relations. Discrete
Mathematics, 173, 35-44, 1997.
Doignon, J.-P. and Falmagne, J.-C. (1999) Knowledge Spaces. Springer-Verlag, 1999.
Doignon, J.-P. and Falmagne, J.-C., editors. (1991). Mathematical Psychology: Current
Developments. Springer-Verlag, New York, 1991.
Dowling, C.E. (1993). Applying the basis of knowledge space for controlling the questioning of an expert. Journal of Mathematical Psychology, 37, 21-48, 1993.
Dowling, C.E. (1993). On the irredundant construction of knowledge spaces. Journal
of Mathematical Psychology, 37, 49-62, 1993.
Dowling, C. and Hockemeyer, C. (1998). Computing the intersection of knowledge
spaces using only their basis. In Dowling, C., Roberts, F., and Theuns, P., editors, Recent Progress in Mathematical Psychology, pp. 133-141. Lawrence Erlbaum Associates
Ltd., Hillsdale, USA, 1998.
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Dowling, C. and Hockemeyer, C. (1998). Integrating knowledge spaces obtained by
querying different experts. Electronic Notes in Discrete Mathematics, 2, 1999. Abstract
of a Talk presented at the OSDA98, Amherst, MA, September 1998.
Dowling, C. and Hockemeyer, C. (2001). Automata for the assessment of knowledge.
IEEE Transactions on Knowledge and Data Engineering, 13(3), 451-461, 2001.
Dowling, C., Hockemeyer, C., and Ludwig, A. (1996). Adaptive assessment and training
using the neighbourhood of knowledge states. In Claude Frasson, Gilles Gauthier, and
Alan Lesgold, editors, Intelligent Tutoring Systems, volume 1086 of Lecture Notes in
Computer Science, pp. 578-586, Berlin, 1996. Springer Verlag.
Dowling, C. and Kaluscha, R. (1995). Prerequisite relationships for the adaptive assessment of knowledge. In Jim Greer, editor, Artificial Intelligence in Education, 1995,
pp. 43-50, Charlottesville, VA, 1995. Association for the Advancement of Computing
in Education (AACE).
Dowling, C., Roberts, F., and Theuns, P., editors. (1998). Recent Progress in Mathematical Psychology. Scientific Psychology Series. Lawrence Erlbaum Associates Ltd.,
Hillsdale, USA, 1998.
Duntsch, I. and Gediga, G. (1995). Skills and knowledge structures. British Journal of
Mathematical and Statistical Psychology, 48, 9-27, 1995.
Duntsch, I. and Gediga, G. (1996). On query procedures to build knowledge structures.
Journal of Mathematical Psychology, 40, 160-168, 1996.
Duntsch, I. and Gediga, G. (1998). Knowledge structures and their applications in
CALL. In Sake Jager, John Nerbonne, and Arthur van Essen, editors, Language teaching
and Language Technology, pp. 177-186. Swets and Zeitlinger, Lisse, 1998.
Falmagne, J.-C. (1989). A latent trait theory via stochastic learning theory for a knowledge space. Psychometrika, 54, 283-303, 1989.
Falmagne, J.-C. (1989). Probabilistic knowledge spaces: a review. In Roberts, F.,
editor, Applications of Combinatorics and Graph Theory to the Biological and Social
Sciences, volume 17 of IMA, pp. 283-303. Springer Verlag, New York, 1989.
Falmagne, J.-C. (1993). Stochastic learning paths in a knowledge structure. Journal of
Mathematical Psychology, 37, 489-512, 1993.
Falmagne, J.-C. (1996). Errata to SLP. Journal of Mathematical psychology, 40, 169174, 1996.
Falmagne, J.-C. (1998). ALEKS, an application of knowledge space theory. Electronic
Notes in Discrete Mathematics, 2, 1999. Tutorial given at the OSDA98, Amherst, MA,
September 1998.
Falmagne, J.-C. and Doignon, J.-P. (1988). A class of stochastic procedures for the
assessment of knowledge. British Journal of Mathematical and Statistical Psychology,
41, 1-23, 1988.
Falmagne, J.-C. and Doignon, J.-P. (1988). A markovian procedure for assessing the
state of a system. Journal of Mathematical Psychology, 32, 232-258, 1988.
11.3. SELECTED BIBLIOGRAPHY
Falmagne, J.-C. and Doignon, J.-P. (1993). A stochastic theory for system failure
assessment. In B. Bouchon-Meunier, L. Valverde, and R.R. Yager, editors, Uncertainty
in Intelligent Systems, pp. 431-440. North-Holland, Amsterdam, 1993.
Falmagne, J.-C. and Doignon, J.-P. (1997). Stochastic evolution of rationality. Theory
and Decision, 43, 107-138, 1997.
Falmagne, J.-C. and Doignon, J.-P. (1998). Meshing knowledge structures. In Dowling,
C., Roberts, F., and Theuns, P., editors, Recent Progress in Mathematical Psychology,
Scientific Psychology Series, pp. 143-153. Lawrence Erlbaum Associates Ltd., Hillsdale,
USA, 1998.
Falmagne, J.-C., Koppen, M., Villano, M., Doignon, J.-P. and Johannesen, L. (1990).
Introduction to knowledge spaces: How to build, test and search them. Psychological
Review, 97, 201-224, 1990.
Fischer, G. and Laming, D., editors. (1994). Contributions to Mathematical Psychology,
Psychometrics, and Methodology. Springer–Verlag, New York, 1994.
Fries, S. (1997). Empirical validation of a markovian learning model for knowledge
structures. Journal of Mathematical psychology, 41, 65-70, 1997.
Hockemeyer, C. (1997). Using the basis of a knowledge space for determining the fringe
of a knowledge state. Journal of Mathematical psychology, 41, 275-279, 1997.
Hockemeyer, C., Albert, D., and Brandt, S. (1998). Surmise relations between courses.
Journal of Mathematical psychology, 42, 508, 1998. Abstract of a talk presented at the
29th EMPG meeting, Keele, UK, September 1998.
Kambouri, M., Koppen, M., Villano, M. and Falmagne, J.-C. (1991). Knowledge assessment: Tapping human expertise. Irvine Research Unit in Mathematical Behavioral
Sciences. University of California, 1991.
Kambouri, M., Koppen, M., Villano, M., and Falmagne, J.-C. (1994). Knowledge
assessment: tapping human expertise by the QUERY routine. International Journal of
Human-Computer-Studies, 40, 119-151, 1994.
Koppen, M. (1993). Extracting human expertise for constructing knowledge spaces: An
algorithm. Journal of Mathematical Psychology, 37, 1-20, 1993.
Koppen, M. and Doignon, J.-P. (1990). How to build a knowledge space by querying
an expert. Journal of Mathematical Psychology, 34, 311-331, 1990.
Lakshminarayan, K. and Gilson, F. (1998). An application of a stochastic knowledge
structure model. In Dowling, C., Roberts, F., and Theuns, P., editors, Recent Progress
in Mathematical Psychology, Scientific Psychology Series, pp. 155-172. Lawrence Erlbaum Associates Ltd., Hillsdale, USA, 1998.
Lukas, J. and Albert, D. (1993). Knowledge assessment based on skill assignment and
psychological task analysis. In Strube, G. and Wender, K., editors, The Cognitive
Psychology of Knowledge, volume 101 of Advances in Psychology, pp. 139-160. NorthHolland, Amsterdam, 1993.
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Muller C. (1989). A procedure for facilitating an expert’s judgments on a set of rules.
In Edward E. Roskam, editor, Mathematical Psychology in Progress, pp. 157-170.
Springer-Verlag, Berlin, 1989.
Rusch, A. and Wille, R. (1996). Knowledge spaces and formal concept analysis. In
Hans-Hermann Bock and Wolfgang Polasek, editors, Data Analysis and Information
Systems, Studies in Classification, Data Analysis, and Knowledge Organization, pp.
427-436, Berlin, Germany, 1996. Springer-Verlag.
Schrepp, M. (1997). A generalization of knowledge space theory to problems with more
than two answer alternatives. Journal of Mathematical psychology, 41, 237-243, 1997.
Schrepp, M. (1999). Extracting knowledge structures from observed data. British
Journal of Mathematical and Statistical Psychology, 52, 213-224, 1999.
Schrepp, M. (1999). On the empirical construction of implications between bi-valued
test items. Mathematical Social Sciences, 38, 361-375, 1999.
Schrepp, M. (2001). A method for comparing knowledge structures concerning their
adequacy. Journal of Mathematical Psychology, 45, 480-496, 2001.
Schrepp, M. and Held, T. (1995). A simulation study concerning the effect of errors on
the establishment of knowledge spaces by querying experts. Journal of Mathematical
psychology, 39, 376-382, 1995.
Stefanutti, L. and Albert, D. (2002). Efficient assessment of organizational action based
on knowledge space theory. In Klaus Tochtermann and Hermann Maurer, editors, 2nd
International Conference on Knowledge Management, Journal of Universal Computer
Science, pp. 183-190, 2002.
Strube, G. and Wender, K., editors. (1993). The Cognitive Psychology of Knowledge,
volume 101 of Advances in Psychology. Elsevier, 1993.
Suck, R. (1998). Ordering orders. Mathematical Social Sciences, 36, 91-104, 1998.
Suck, R. (1998). The basis of a knowledge space and a generalized interval order.
Electronic Notes in Discrete Mathematics, 2, 1999.
Suck, R. (1999). A dimension-related metric on the lattice of knowledge spaces. Journal
of Mathematical psychology, 43, 394-409, 1999.
Taagepera, M., Potter, F., Miller, G., and Lakshminarayan, K. (1997). Mapping students thinking patterns by the use of knowledge space theory. International Journal of
Science Education, 19, 283-302, 1997.
Theuns, P. (1998). Building a knowledge space via boolean analysis of co-occurrence
data. In Dowling, C., Roberts, F., and Theuns, P., editors, Recent Progress in Mathematical Psychology, Scientific Psychology Series, pp. 173-194. Lawrence Erlbaum
Associates Ltd., Hillsdale, USA, 1998.
Villano, M., Falmagne, J.-C., Johannsen, L., and Doignon, J.-P. (1987). Stochastic
procedures for assessing an individual’s state of knowledge. In Proceedings of the International Conference on Computer-assisted Learning in Post-Secondary Education,
Calgary 1987, pp. 369-371, Calgary, 1987. University of Calgary Press.
11.3. SELECTED BIBLIOGRAPHY
Wille, R. (1998). Formal concept analysis. Electronic Notes in Discrete Mathematics,
2, 1999. Abstract of a Tutorial given at the OSDA98, Amherst, MA, September 1998.
Wille, R. (1998). Mathematical support for empirical theory building. Electronic
Notes in Discrete Mathematics, 2, 1999. Abstract of a Talk presented at the OSDA98,
Amherst, MA, September 1998.
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Chapter 12
Frequently Asked Questions
12.1
General
General questions on ALEKS concern what it is, its purpose, and what it contains.
What is ALEKS?
ALEKS is the new way to learn math on the World Wide Web. By knowing exactly which
math concepts the student has mastered, which are shaky, and which are new but within
reach, ALEKS enables the student to work on those concepts the student is most ready to
learn. ALEKS is a full-time automated tutor, including explanations, practice and feedback.
ALEKS closely interacts with the student, continuously updating its precise map of the
student’s knowledge state. ALEKS combines the advantages of one-on-one instruction and
evaluation with the convenience of being on-call, on your computer, 24 hours a day, seven
days a week. The cost of ALEKS is a small fraction of the cost of a human tutor.
What makes ALEKS different?
A great many important differences exist between ALEKS and other kinds of “educational
software,” including its finely individualized instructional features, easy access over the World
Wide Web, its rigorous and comprehensive educational content, and its class-management
module for teachers and administrators.
A critical difference is the capacity of ALEKS for efficient, precise, comprehensive, and qualitative assessment. This not only makes it a valuable tool for monitoring educational progress,
but also enables it to provide students with the material they are most able to learn at a particular time. This means that the students are given neither material that they have already
mastered nor material that they are not well suited to work on yet because some prerequisites
have yet to be learned.
ALEKS is a self-contained learning environment, with complete sets of practice and explanatory units needed for the subjects that it covers. There is an online student mathematics
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dictionary accessed by clicking on underlined mathematical terms (hypertext links), and a
diagnostic feedback facility that, in many cases, is able to explain the nature of misunderstandings and errors made by students.
For teachers, ALEKS offers a complete administrative and monitoring facility through which
individual and group progress can be checked, standards established, enrollment managed,
and messages exchanged. ALEKS can be configured for use with diverse educational standards.
ALEKS is not a game or “edutainment.” It is an automated educational tool with robust,
carefully-designed features for both learners and educators.
What are the parts or “modules” of ALEKS?
The principal “modules” of ALEKS are the Assessment Mode, in which student knowledge is rigorously assessed, the Learning Mode, where students work on mastering specific
concepts, the Teacher Module, in which teachers and administrators are able to monitor
student progress and carry out administrative functions, and the Administrator Module,
which permits management and monitoring of an arbitrary number of separate institutions,
such as those making up a school district. There is also a Tutorial (which students take
once when first registering with the system), online help, a mathematics Dictionary, graphic
display of assessment results and learning progress, and many other features.
Why is ALEKS on the Internet?
ALEKS is available on the Internet so that a student who has registered with the system
can use it from any suitable computer, in a school, at home, or anywhere else. Very little
technical preparation is required. All you need is a self-installing, self-maintaining “plugin”
obtained directly from the ALEKS website. No disks, CD’s, peripherals, or backup facilities
are required. All data is kept on the ALEKS Corporation servers.
12.2
Technical
The technical information needed to use ALEKS is minimal. These few questions are
all that are likely to come up, even in a large number of users.
What are the system requirements for using ALEKS?
[Sec. 3.2] The following table presents the technical requirements for ALEKS in
summary form:
Your browser should be configured with Java enabled. Both Netscape and Internet
Explorer usually ship with Java. You can also install Sun Microsystems’ Java®
VM, version 1.4.1+, which can be obtained from Sun.
Note that any of the kinds of direct connection (cable, ISDN, DSL) that are typical
in computer labs are adequate for use with ALEKS. If your computer lab has security safeguards in place, you will need the cooperation of your LAN administrator,
system administrator, or lab technician to install the ALEKS plugin.
12.3. THEORY
155
Operating System
Processor
RAM Memory
Browser
PC
Windows
Any
64+ MB
Explorer 6.0+, Firefox 1.5+
Screen Resolution
800x600 (1024x768 for Chemistry)
Modem Speed
56+ kbps
Macintosh
MacOS 10.3+
Any
64+ MB
Safari,
Firefox
1.5+
800x600 (1024x768
for Chemistry)
56+ kbps
Figure 12.1: System Requirements
Where can I get more information on ALEKS? How can I try out the
system?
The ALEKS website provides complete information on the ALEKS system, including a Quick Tour, Free Trial use, licensing, history and theory, and technical
support.
12.3
Theory
For those interested in looking beneath the surface, these questions concern the principles on the basis of which ALEKS is designed and constructed.
What is the theory behind ALEKS?
[Chapter 11] [Sec. 11.3] ALEKS is based on a field of Cognitive Science (Mathematical Psychology) called “Knowledge Spaces.” The purpose of research in
Knowledge Spaces is to model human knowledge in any subject, using mathematical tools such as Set Theory, Combinatorics, and Markovian Processes, so as to
make possible fast and accurate assessment through interactive computer applications. There are numerous scientific publications in the field of Knowledge Spaces
dating back to the early 1980’s. A recent, authoritative treatment (with Bibliography) is Doignon & Falmagne, Knowledge Spaces (Springer-Verlag, 1999).
What is an “item”?
[Sec. 11.2.1] In Knowledge Space theory, an “item” is a concept or skill to be
learned, the mastery of which is captured by a “problem type” serving as the basis
for specific assessment and practice problems. Thus the item “addition of two-digit
numbers without carry” might produce the problem (instance) “What is 25 plus
11?”
What is a “domain”?
[Sec. 11.2.1] In Knowledge Space theory, a “domain” is the set of all items making
up a particular subject matter, such as Arithmetic. A learner is considered to have
mastered the domain when that learner can solve problems corresponding to all
the items in the domain.
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What is a “knowledge state”?
[Sec. 11.2.2] In Knowledge Space theory, a “knowledge state” is the set of items
belonging to a domain that a learner has mastered at some point in time. We speak
of knowledge states in relation to a particular learner and a particular domain.
Obviously, a learner’s knowledge state changes in time, and the goal of learning is
that it should eventually include (correspond to) the entire domain.
What is the “outer fringe” of a knowledge state?
[Sec. 11.2.4] In Knowledge Space theory, a learner’s “outer fringe” is the set of
items, any one of which can be added to the current knowledge state, to make a
new, feasible knowledge state. These are the items that the student is considered
most “ready to learn.” Progress is made from one state to another through one of
the items in the first state’s “outer fringe.”
What is the “inner fringe” of a knowledge state?
[Sec. 11.2.4] In Knowledge Space theory, a learner’s “inner fringe” is the set of
items, any one of which can be taken away from the current knowledge state, to
make a new, feasible knowledge state. These are the items that the student may
have learned recently, and thus whose knowledge might be shaky.
What is a “knowledge structure”? What is a “knowledge space”?
[Sec. 11.2.3] In Knowledge Space theory, “knowledge structure” or “knowledge
space” (the two concepts differ in a technical way) refers to the collection of feasible
knowledge states for a particular domain. It is a key point that not all sets of
items from the domain (subsets of the domain) are feasible knowledge states. For
instance, in mathematics there can be no knowledge state containing the item
“finding the square root of an integer” that does not contain the item “addition of
two-digit numbers without carry,” since no one will master the first without having
mastered the second.
How was the structure created?
The knowledge structures (or, briefly, “structures”) used by ALEKS are created
by analysis of the subject matter and extensive, computer-aided querying of expert
teachers. When ALEKS assesses a student, it is actually searching the structure
for knowledge states that match the student’s present competence.
What is the educational philosophy behind ALEKS?
The educational use of ALEKS is not tied to any particular theory of education or
knowledge acquisition. A key insight underlying ALEKS is the existence of a vast
multiplicity of diverse “learning paths” or sequences of topics by which a field can
be mastered. Based on an inventory of knowledge states that numbers in the tens
of thousands (for the subjects currently covered by ALEKS) the specialized tools of
Knowledge Space theory make it possible for the system to accommodate literally
billions of possible individual learning paths implied by the relations among states.
ALEKS does not embody a particular philosophy of teaching mathematics; rather,
it is compatible with any pedagogical approach.
12.4. ASSESSMENTS & REPORTS
12.4
Assessments & Reports
Much of the power of ALEKS comes from its capacity for accurately and efficiently
assessing the current state of a learner’s knowledge.
What is an ALEKS assessment?
[Chapter 4] An assessment by the ALEKS system consists of a sequence of mathematical problems posed to the student. The answers are in the form of mathematical expressions and constructions produced by the system’s input tools (no
multiple choice). The student is encouraged to answer “I haven’t learned this
yet” where this is appropriate. During an ALEKS assessment, the student is not
told whether answers are correct or incorrect. The assessment is adaptive. Each
question after the first is chosen on the basis of answers previously submitted.
Assessment problems (like practice problems) are algorithmically generated with
random numerical values. The length of the assessment is variable, between 15
and 35 questions. There are no time constraints, but many assessments can take
less than a half-hour and few more than an hour. Students taking an assessment
need to have paper and pencil.
Calculators are not permitted in assessments for Arithmetic, but simple calculators without graphing or symbolic functions are permitted for Algebra. A basic
calculator is part of ALEKS.
No help whatsoever should be given to students taking an assessment, not even
rephrasing problems. Outside help can easily lead to false assessment results and
hinder subsequent work in the ALEKS Learning Mode.
Students are always assessed when they first register with the ALEKS system. It is
highly advisable that all assessments from which the teacher uses data in any way
(such as for placement) take place under the teacher’s supervision. At a minimum,
the initial assessment must be supervised.
How does the ALEKS assessment work?
[Sec. 11.2.5] In assessing a student’s knowledge, the system is in fact determining
which of the feasible knowledge states for that subject corresponds to the student’s
current knowledge. The assessment is probabilistic, so that it is not fooled by
careless errors. (Lucky guesses are very rare, because multiple choice answers
are not used.) Likelihood values (values for the likelihood that the student is
in a particular knowledge state) are spread out over the states belonging to the
structure. With each correct answer, the likelihood of states containing the item
for which a correct answer was given is raised and that of states not containing
the item lowered. The reverse occurs for incorrect answers or “I haven’t learned
this yet.” At each step of the assessment, the system attempts to choose an item
for which it estimates (based on current likelihood values) the student has about a
fifty-fifty chance of success; such questions are maximally informative. When the
likelihood values of a few states are extremely high and those of all the rest are
extremely low (in technical terms, when the entropy of the structure is lower than
a certain threshold value), the assessment ends and results are produced.
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If a student makes a careless error or lucky guess, this will appear inconsistent
with the general tendency of the student’s responses and the system will “probe”
that area of knowledge until it is sure. For this reason, inconsistent assessments
(often resulting from lack of concentration) may require more questions.
How should I interpret the assessment report?
[Sec. 4.13] The results of an ALEKS assessment are shown in the form of a colorkeyed pie chart. A pie chart corresponds to a subject matter (domain) or to the
curriculum of a particular class. Each slice of the pie corresponds to a general
topic. The degree to which the slice is filled in with solid color shows how close
the student is to mastering that area. Where classes are being taken in sequence,
there may be pie charts showing the previous and/or subsequent classes in that
sequence.
An extremely important aspect of the pie charts is their indication of what a student is currently most “ready to learn” (that is, the “outer fringe” of the student’s
current knowledge state). These items are listed beneath the pie charts in an Assessment Report and are also given through the pie charts themselves. When the
mouse pointer is placed over a slice of the pie, a list pops out showing the concepts
that the student is most “ready to learn” in that part of the curriculum. Clicking
on any of these concepts takes the student into the Learning Mode to work on it.
The pie charts are displayed following assessments, after a concept has been worked
on in the Learning Mode, and when a student clicks on “MyPie” to change topics.
At any given time, a student can only choose to work on concepts that the student
is currently most “ready to learn.” This number may vary between two and a few
dozen, depending on what part of the structure is involved.
12.5
Learning Mode
Students spend by far the greatest part of their time in ALEKS in the Learning Mode.
The features of the Learning Mode are designed to provide a maximum of support to
the student’s growing mastery of course materials.
What is the Learning Mode?
[Chapter 5] The Learning Mode in ALEKS contains features to help students
practice and master specific mathematical concepts and skills. In the Learning
Mode, students are always working on a specific concept that they have chosen and
that, in the system’s estimation, they are fully prepared to master. If the learner
successfully solves an appropriate number of problems based on that concept, the
system will tentatively determine that it has been mastered and offer a new choice
of topics. If the student has difficulty, the system will attempt to diagnose and
interpret the student’s errors. It will also provide explanations of how to solve
problems and definitions of mathematical terms. It may suggest the name of a
classmate who can help. If the student is unable to master the concept right now,
12.6. EDUCATIONAL USE
or if the student wishes to change topics, a new choice of topics will be offered.
After a certain time has been spent in the Learning Mode, or after a certain amount
of progress has been made, the student will be reassessed automatically (unless the
teacher has already requested a new assessment).
What is the relationship between the Assessment Mode and the Learning
Mode in ALEKS?
The Assessment and Learning Modes work together in a cyclical fashion, beginning
with the initial assessment. A student is assessed, and the results of the assessment
serve as a basis for the student’s entry into the Learning Mode (the student works
on concepts that the assessment showed that student most “ready to learn”). After
a certain time in the Learning Mode, during which the results of the previous
assessment are tentatively updated according to whether the student masters or
fails to master new concepts, the student is reassessed and the cycle begins again.
In this sense, ALEKS is an interactive learning system guided and powered by
ongoing diagnostic assessment.
12.6
Educational Use
ALEKS also provides a full range of features for successful integration into a variety of
teaching styles and class plans.
What is the best way to use ALEKS with my class?
The greatest factor in successful use of ALEKS is regular, structured use, with
close monitoring of student progress by the teacher. We recommend scheduling
regular lab sessions with ALEKS, totalling a minimum of three hours per week,
as part of your class requirements. Not every lab session need be supervised by
the teacher, but the initial assessment certainly should be. Any other interim and
concluding assessments scheduled specially by the teacher normally should also be
supervised.
This having been said, there has been successful use of ALEKS in a very wide
variety of contexts and structures, including independent study. ALEKS Corporation is happy to consult with teachers on the best way to use ALEKS with their
students.
Can ALEKS be used with handicapped and learning-disability students?
Is ALEKS a remedial tool?
ALEKS is designed to help all students who can read sufficiently to understand
what it says, and who can use a computer. It has been used successfully with students exhibiting a range of learning disabilities. Students with reading difficulties
can also use it, provided that there is someone on hand to help them as needed.
The system does not currently contain facilities for audio output.
What burden will ALEKS place on our computer lab and Lab Director/LAN Administrator?
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Normally ALEKS requires very little support from local computer technicians,
given the automatic installation and maintenance of the ALEKS plugin. Most of
the time, however, the lab administrator will need to assist with installation in
order to overcome security obstacles (for excellent reasons, school computer labs
tend to prevent students from installing their own software). In a few cases, the
presence of a “firewall” or other security measures may require some action on the
technician’s part for successful installation. Again, ALEKS Corporation stands
ready to assist with problems of this nature.
Does ALEKS need to be used with a particular textbook or curriculum?
ALEKS is designed to be used with any program, curriculum, or textbook. The
system may also be referenced or linked to a textbook or online applications for
particular classes. The fundamental idea of the ALEKS system is to allow students
to pursue individualized paths to mastery of the subject matter. For this reason
teachers may very commonly find their students learning material that has not
yet been covered in the class. This should be regarded as a sign of the system’s
effective use.
Does ALEKS have special features for educators?
[Chapters 6, 7, 8] Students’ use of ALEKS and their progress toward mastery
can be monitored using the facilities of the Teacher Module. The Teacher Module
(called Administrator Module when it includes more than one school) also enables teachers and administrators to establish the programs and standards used
by ALEKS, to configure accounts, to find statistics on school district use, and
to exchange messages. A teacher or administrator who has been registered with
ALEKS enters the Teacher Module immediately upon login.
What are Results & Progress? What are Standards & Programs?
There are two parts of the Teacher Module, “Results & Progress” and “Standards &
Programs.” The former is by far the more commonly used. It contains information
on system use and progress by students and groups, as well as all necessary facilities
for account and database management. The latter is used strategically, to define
the standards and programs that will be used over extended periods of time by
schools. Actions taken in “Standards & Programs” should be the outcome of
well-considered school district decisions.
How does ALEKS define standards and programs?
[Chapter 6, 8] In ALEKS, a program is a set of items belonging to a domain
that is determined to be the goal for mastery in a particular class. The program
is, if not equivalent to the entire domain, is defined by selection of a particular
subset of the domain. This is done in the Program Editor by adding and removing
checkmarks next to the names of items. A “Standard” in ALEKS is a group of
programs considered to constitute a logical, integrated sequence.
How can I use ALEKS Corporation Customer Support?
[Sec. 13] You can contact ALEKS Corporation using the information in Chapter
10 of this manual. We request that this information not be given to students.
12.6. EDUCATIONAL USE
Students should approach their teacher first with any questions or problems regarding the use of ALEKS. Questions the teacher is unable to answer can then be
brought to our attention.
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Chapter 13
Support
NOTE. Troubleshooting information is found in Appendix A.11 of this Teacher’s
Guide. Most problems can be resolved using this brief reference.
Current information on ALEKS is available at the ALEKS website:
http://www.aleks.com
Technical support and consultation on the effective use of ALEKS is provided to educators by ALEKS Corporation Customer Support. Please contact the support group
by email:
http://support.aleks.com
by telephone:
(714) 619-7090
or by fax:
(714) 245-7190
NOTE. We ask that students using ALEKS not contact us directly, but approach their
teachers first. It is hoped that the information in this Teacher’s Manual will enable
teachers to answer many of their students’ questions.
We also welcome any and all comments and feedback on ALEKS. Here is our mailing
address:
ALEKS Corporation Customer Support
15641 Red Hill Avenue, Suite 150
Tustin, CA 92780
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Appendix A
ALEKS Student User’s Guide
A.1
Preface
Welcome to ALEKS! You are about to discover one of the most powerful educational
tools available for learning mathematics. Combining advanced learning technology with
the flexibility of the Internet, the ALEKS system provides a “smart” interactive tutoring
system with unmatched features and capabilities. Richly supplied with illustrations and
reference materials, ALEKS constantly challenges you and supplies extensive feedback
on what you have accomplished. ALEKS will always help you select the ideal topic to
work on now.
That way you learn concepts in the order that’s best for you. ALEKS provides individualized, one-on-one instruction that fits your schedule. It is available wherever you
access the Web.
ALEKS was developed with support from the National Science Foundation. It is based
on a field of Mathematical Cognitive Science called “Knowledge Spaces.” The purpose
of research in Knowledge Spaces is to model human knowledge of any subject for quick,
precise assessment and efficient guided learning in interactive computer programs.
The ALEKS system is self-explanatory and includes online instructions and feedback.
This booklet contains basic information to help you begin using ALEKS. Teachers using
ALEKS with their classes are provided with a Teacher’s Guide containing complete
information on the system’s operation. They should be able to answer any questions
beyond those dealt with in these pages.
NOTE. ALEKS is designed for use without help from a manual. Your teacher
will assist you in registering with the system and beginning to use it. If
questions arise, or if you want to learn more about ALEKS, use this Guide.
It is intended as a convenient and concise reference.
Only registered users can keep an account on ALEKS. (Anyone may try
the system as a guest.) Two or more persons cannot use the same ALEKS
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account. The system will regard them as a single person and give incorrect
guidance.
A.2
System Requirements
The system requirements for ALEKS are such that it can be used on nearly any computer that is connected to the Internet.
PC Requirements
You can use ALEKS on any PC with a Pentium or equivalent (AMD, etc.) processor. At least 64 MB of RAM are required. Your operating system must be
Windows 98 / 2000 / ME / XP / NT4.0 or higher.
The following popular web browsers are compatible with ALEKS on PCs: Internet
Explorer 6.0 or higher and Firefox 1.5 or higher.
Chemistry requires a screen resolution of 1024x768.
Macintosh Requirements
ALEKS can be used on a PowerMac or iMac with at least 64 MB of RAM and
operating system Mac 0S 10.3 or higher. Compatible browsers are Safari and
Firefox 1.5 or higher. Chemistry requires a screen resolution of 1024x768.
Internet Access
ALEKS is used over the World Wide Web. You must have an Internet connection
by dial-up modem (at least 28k) or any other kind of access to the Internet (cable,
ISDN, DSL, AOL, etc.).
A.3
Registration and Installation
Before You Begin. In order to register as an ALEKS user you need a Class Code
provided by your teacher. When you register with the ALEKS system, your name is
entered into the database and records of your progress are kept. If the ALEKS plugin
has not been installed on the computer being used for registration, it will be installed
automatically as part of this procedure.
1. Go to the ALEKS website by typing in the following address:
http://www.aleks.com
NOTE. If you are typing this URL by hand, pay careful attention to the spelling
“aleks.” Also, the other ALEKS websites you might find using a search engine will
not work for you. You will be able to register only at the address given above.
For your convenience, add a “Bookmark” or “Favorite” at this location. This is
the site where you will log on to your account.
A.3. REGISTRATION AND INSTALLATION
Figure A.1: The ALEKS Website
2. Click on “SIGN UP NOW” in the upper left-hand corner of the window (Fig. A.1).
3. At the beginning of registration you will be asked for your Class Code. It is
provided to you by your teacher. Enter the Class Code in the spaces provided and
click on “Continue” (Fig. A.2).
4. Answer the questions to complete your registration. Among other questions, you
may be asked to enter your email address. Supplying this information enables
your site administrator to help you with problems more quickly. You will also be
able to enter your Student ID number. (Both email and Student ID are optional
information.)
5. At the end of registration you will be given a Login Name and Password. Write
these down and keep them in a safe place. You will need them to return to the
system (See Sec. A.6). You can change your Password at any time (See Sec. A.5.5).
NOTE. If you do not have a current plugin, one will be installed. Do not interrupt
this process until a message appears saying that the installation is complete. Then
you will need to quit your Web browser (“Exit,” “Close,” or “Quit” under the
“File” menu), open your Web browser again, and go back to the ALEKS website
(use your Bookmark/Favorite).
NOTE. Your Login Name and Password can be typed with upper- or lower-case
letters. Neither may contain spaces or punctuation. If you forget your Password
but you did enter your email address in ALEKS, click on the link underneath the
Password field on the ALEKS home page (“Did you forget your password?”).
6. You will need to wait for your teacher’s authorization before starting to use your
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Figure A.2: Class Code
new account. If you need to log off now, you can log back on later using your
Login Name and Password. As soon as your teacher authorizes your registration,
you will be able to start using ALEKS by beginning the Tutorial.
A.4
Tutorial
The ALEKS system avoids multiple-choice questions. Most answers are complete mathematical expressions and constructions. After registration, the ALEKS Tutorial will
teach you to use the simple tools needed for your class (Fig. A.3). There is plenty of
feedback to help you complete it successfully.
NOTE. The Tutorial is not intended to teach mathematics. It just trains you to use the
ALEKS input tool (called the “Answer Editor”). Online help is also available while you
are using ALEKS; just click the “Help” button, which gives you access to the sections
of the Tutorial (See Sec. A.5.5).
A.5. ASSESSMENTS AND LEARNING
Figure A.3: The Answer Editor (Tutorial)
A.5
Assessments and Learning
A.5.1
Assessments
Instruction through ALEKS is guided by precise understanding of your knowledge of
the subject. This information is obtained by assessments in which the system asks
you to solve a series of problems. (The system’s estimate of your knowledge is also
updated when you make progress in the Learning Mode.) Your first assessment occurs
immediately after the Registration and Tutorial.
NOTE. Your teacher may require that the first assessment be taken under supervision.
Don’t try to begin your initial assessment at home until you find out where
your teacher wants you to take it. Additional assessments may be scheduled for
you by the teacher. These may or may not need to be supervised, depending on the
teacher’s preference. The ALEKS system also prompts “automatic” assessments when
you have spent a certain amount of time on the system or have made a certain amount
of progress.
A.5.2
Results
Assessment results are presented in the form of a color-coded pie chart. Slices of the
pie chart correspond to parts of the program. The relative size of the slices represents
the importance of each topic area for the program. The solidly colored part of a slice
indicates how close you are to mastering that part of the program.
NOTE. You may see more than one pie chart displayed following an assessment when
you are progressing through a series of classes or units. (Your knowledge in the previous
and/or subsequent units is also displayed.)
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Figure A.4: Assessment Report
A.5.3
Learning Mode
Following the presentation of assessment results, the system will display a pie chart
navigation tool (“MyPie”) (Fig. A.4). By placing the mouse pointer over slices of the
pie, you can see which concepts you are now most ready to learn.
Not all slices will contain concepts at any given time. They may have been mastered
already, or work may need to be done in other slices before they become available. The
concept you click on becomes your entry into the Learning Mode. The system will help
you in seeking to master that concept and “add it to your pie.”
A.5.4
Progress in the Learning Mode
In the Learning Mode, you are given practice problems based on the chosen topic. In
addition, you receive explanations of how to solve this kind of problem and have access
to a dictionary of mathematical concepts. Underlined mathematical terms are links to
the dictionary. Click on any term to get a complete definition. The system will require
a number of correct answers before it assumes that you have mastered the concept.
Then it “adds it to your pie.” At this point, a revised pie chart will be shown reflecting
your new knowledge. You will be able to choose a new concept to begin. If you make
mistakes, more correct answers may be required. If you tire of this topic and wish to
choose another, you can click on “MyPie” near the top of the window. This will make
you exit the topic and you will return to your pie chart for a new choice. If you make
A.6. LOGGING ON TO YOUR ACCOUNT
repeated errors on a given concept, the system will conclude that the concept was not
mastered. It will offer you a new choice of other concepts.
A.5.5
Additional Features
All buttons described below are available in the Learning Mode. In the Assessment
Mode, only the “Options,” “Exit,” and “Help” buttons are active.
Options
If you want to change your Password, click on the “Options” button. This page
also shows the total number of hours you have spent using ALEKS.
Report
Any time you wish to look at your assessment reports, click on “Report.”
Choose any date from the menu and click “OK.”
Dictionary
To search the online dictionary of mathematical terms, click “Dictionary.”
Review
To review past material, use the “Review” button.
Worksheet
To print out an individualized homework sheet based on your most recent work in
ALEKS, use the “Worksheet” button.
Quiz
To see the results of quizzes you have taken in ALEKS or to begin a quiz assigned
to you by your teacher, use the “Quiz” button.
Messages
Your teacher can send you messages via ALEKS. You see new messages when you
log on. You can also check for messages by clicking on the “Message” button. Your
teacher can choose to let you reply to messages as well.
Help
For online help with the use of the Answer Editor, click “Help.”
MyPie
Clicking “MyPie” gives you a pie chart summarizing your current mastery. You
can use this pie chart to choose a new concept.
A.6
Logging on to Your Account
Here are concise instructions for accessing your ALEKS account.
1. You always log on from the ALEKS website:
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http://www.aleks.com
Use the “Bookmark” or “Favorite” for this site if you made one (See Sec. A.3).
Remember that you may find other ALEKS websites via a search engine, but this
is the only one with your account.
2. On the login page, enter your Login Name and Password provided at the time of
registration (See Sec. A.3). Be sure to type these correctly, without any spaces or
punctuation.
3. If you enter your Login Name and Password correctly, your browser will begin
accessing the plugin to start ALEKS. This takes a few seconds. You will then
come to the place you left off in your previous ALEKS session, or begin using
ALEKS as a first-time user.
NOTE. If you forget your Login Name or Password, use the link on the ALEKS
home page marked “Did you forget your password?” If you entered an email
address at registration time and you remember your Login Name, your Password
will be sent to you by email. Otherwise, please contact your teacher. It is a good
idea to change your Password to one you will remember easily but is difficult for
others to guess (See Sec. A.5.5).
A.7
Installation on Additional Machines
Before You Begin. Installing ALEKS means installing the ALEKS plugin. This is
the software used by your web browser to access and run ALEKS. You can access your
ALEKS account from any computer that meets the system requirements and has had
the ALEKS plugin installed. You cannot use ALEKS without the ALEKS plugin that
is installed over the World Wide Web.
1. Go to the ALEKS website:
http://www.aleks.com
Add a “Bookmark” or “Favorite” at this location.
2. Use your Login Name and Password to log on (See Sec. A.3).
3. When you log on to ALEKS, the system will automatically check to see if your
system is compatible and if you have the most recent version of the ALEKS plugin.
If you do not have a current plugin, it will download the plugin and ask your
permission to install. After you grant permission, it will install the (new) plugin.
Do not interrupt the installation process until a message appears stating that
the installation is complete and asks you to restart your browser. You will need
to quit your Web browser (“Exit,” “Close,” or “Quit” under the “File” menu),
open your Web browser again, and go back to the ALEKS website (use your
Bookmark/Favorite).
A.8. GUIDELINES FOR EFFECTIVE USE
A.8
Guidelines for Effective Use
Please take note of the following important suggestions for successful use of ALEKS.
Supplementary Materials
You should have pencil and paper ready for all assessments and for use in the
Learning Mode. Basic calculators should be used only when you are instructed to
do so. (A basic calculator is part of ALEKS.)
Assessments
You should not ask for, nor receive any help during assessments. Not even explanations or rephrasing of problems are permitted. If you receive help, the system
will get a wrong idea of what you are most ready to learn, and this will hold up
your progress. If you think you don’t know the answer, you should click “I haven’t
learned this yet.” (Don’t guess!)
Learning Mode
You should learn to use the special features of the Learning Mode, especially the
explanations and the mathematical dictionary.
A button marked “Ask a Friend” may also appear from time to time. Clicking on
this button will prompt the system to suggest the name of a classmate who has
mastered the concept.
Regular Use
Nothing is more important to your progress than regular use of the system. Three
hours per week is a recommended minimum.
A.9
QuickTables
QuickTables is a special tool in ALEKS for learning the math facts of Addition, Subtraction, Multiplication, and Division. It is available as part of ALEKS classes for Grades
3 through 5, or as a separate class in ALEKS.
In classes where QuickTables has been enabled, you can access the tool by clicking on
the tab marked “QuickTables” in the upper right-hand corner of your student account.
Then, click the round “OK” button under the Welcome message (Fig. A.5).
The first time you use QuickTables, you will have a short training session before starting
to practice. The purpose of the training is to make sure that you are comfortable typing
and entering numbers in the system. There will be a series of quick drills in which you
are asked to type numbers that appear on the screen. If you make a mistake, that is no
problem; QuickTables will stop to let you correct it before moving on. You can enter
the numbers by pressing either your computer’s “Enter” key or the Space bar (the long
bar at the bottom of the keyboard).
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Figure A.5: ALEKS QuickTables
You will need to enter the numbers pretty quickly; QuickTables wants you to learn the
math facts so well that you can answer easily and smoothly. If it is easier for you to
click numbers on a keypad, this can be turned on for you.
After this training, you begin a “test” or assessment of what you know now about the
math facts. Do not be anxious about this test; just relax and do your best. The results
of the test will tell QuickTables where you should start off in your math facts table.
You may have more than one table set up. If so, you will see different tabs on your
screen with the names of the tables: Addition, Subtraction, Multiplication, Division.
Simply click on the tab for the table you wish to work in. You will need to take a brief
test when you first start working in any table.
Once you finish the test, you will see a colored display that shows all the facts in the
table (Fig. A.6). The colors in the cells show whether you have learned that fact, and
how well you know it. In general, you will see that the colors fill in through the table
diagonally, from the top left corner down. The “hardest” facts are the ones you get to
at last, down in the lower right-hand corner. You will have fun filling in this table!
Also, to the right of the table is a thermometer that gives your overall percentage of the
table. Notice that there are gold stars on the thermometer. Every time you fill in to
one of these stars, there will be a new game for you to play. You earn the games by the
progress that you make filling in your table. Any time you want to play a game that
you have earned, click on the green button marked “Games” at the top of the window.
These are fun games that give you extra practice on the math facts that you have been
A.10. FREQUENTLY ASKED QUESTIONS
Figure A.6: QuickTables Learning Display
learning.
NOTE. You will only be able to use QuickTables for a certain amount of time on any
day, and only a certain number of times per week. These limits are set for the best
possible progress in learning and remembering math facts.
A.10
Frequently Asked Questions
For further information on any of these questions, follow the references provided to
other sections of this Guide.
What are the rules for taking an assessment in ALEKS?
[Sec. A.8] You must have paper and pencil when taking an assessment in ALEKS.
A basic calculator should be used only when you are instructed to do so. A basic
calculator is part of ALEKS. No help whatsoever is permitted, not even to the
extent of rephrasing a problem.
During the assessment, you are not told if your answer is right or wrong. In the
Learning Mode, however, you are always told if you made a mistake, and often
what that mistake was. The assessment is not a test. Its main purpose is to
determine what you are most ready to learn and help you make the best progress
possible toward mastery.
How do I add concepts to my pie?
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[Sec. A.5.4] You fill in your pie and achieve mastery in the subject matter by
working in the Learning Mode on concepts and skills that the assessment has
determined you are most “ready to learn.” When you master a concept in the
Learning Mode by successfully solving an appropriate number of problems, you
will see that your pie chart has been changed by the addition of that concept. The
goal is to fill the pie in completely.
Why is it that I mastered all the concepts in the Learning Mode, but my
assessment still says I have concepts to learn?
In the Learning Mode, you are always working on one concept at a time, whereas
assessments are cumulative and evaluate you on everything in the given subject
matter. It may be more difficult to show mastery of concepts you have recently
worked on, when you are being quizzed on many different topics at the same time.
For this reason, your assessment results may not exactly match what you had
mastered in the Learning Mode. This is normal and simply means that you should
keep working in the system. (Sometimes the opposite also occurs. That is, progress
in the assessment turns out to be faster than in the Learning Mode.)
Why doesn’t my pie chart show any concepts from a category if I haven’t
filled in that category yet?
[Sec. A.5.3] You are completely “ready to learn” a set of concepts or skills when
you have mastered all the prerequisite concepts or skills that they demand. To
take an elementary example, in order to learn “addition of two-digit numbers with
carry” you might have to first learn “addition of two-digit numbers without carry”
and nothing else. Your pie chart will not offer you concepts to work on if you are
not ideally ready to begin learning them, that is, they have prerequisites you have
not yet mastered.
For this reason, your pie chart may show that you have only mastered 8 out of 10
concepts for a particular slice of the pie (a particular part of the curriculum), but
the pie chart says you have no concepts available from that slice to work on. This
means that the concepts you have left to master have prerequisites in other areas
of the curriculum that you must master first.
Keep working in the other slices, and eventually the concepts in that slice will
“open up.”
What is the difference between “Explain” and “Practice”?
When you begin working on a particular concept in the Learning Mode, you will be
shown the name of the concept, a sample problem, and a choice between “Practice”
and “Explain.” If you think you know how to solve the problem, you can click
“Practice.” You will be given a chance to solve the same problem that was initially
displayed. If you are not sure, you can click “Explain” to produce an explanation
of how to solve the displayed sample problem.
At the bottom of the Explanation page you have the “Practice” button, and sometimes other options for more detailed explanations and help. If you click the
“Practice” button following an explanation, you are offered a different problem
of the same type, not the one whose solution was explained. In order to master
A.10. FREQUENTLY ASKED QUESTIONS
the concept and add it to your pie, you must successfully solve a certain number
of “Practice” problems. If you wish to choose a new concept, you can click the
“MyPie” button on the ALEKS menu bar.
You should not use your browser’s “Back” and “Forward” buttons while logged
on to ALEKS. Doing so will not help you make progress and may cause temporary
software errors.
How can I best use the Learning Mode to help me learn?
[Sec. A.5.4] In the Learning Mode, you should do your best to solve the problems
that are offered to you. You should not lightly change topics or stop before the
system tells you that you are done or suggests choosing another concept.
You should get to know the features of the Learning Mode, especially the explanations and the mathematical dictionary. The Learning Mode will always tell you
if your answer is correct or not. In many cases it will provide information on the
kind of error you may have made. You should pay attention to this feedback and
be sure to understand it.
Keep in mind that ALEKS is always giving you material that, in its estimation, you
are ideally ready to learn. It does not offer material you have already mastered,
except in the Review mode. To go back to concepts you have already worked on,
click the “Review” button on the ALEKS menu bar.
How does ALEKS create practice problems?
ALEKS creates both Assessment and Practice problems by means of computer
algorithms, based on the definition of a particular concept or skill to be mastered.
Thus, a particular concept or problem-type may serve as the basis for a very large
number of specific problems, each with different numerical values and sometimes
(as in the case of applied problems) differing in other ways as well. With ALEKS,
you cannot “learn the test” or “teach to the test.”
What happens if I don’t learn a concept (or I get tired of working on a
concept)?
[Sec. A.5.4] You must answer what the system judges to be an appropriate number
of Practice problems correctly to add a concept to your pie. If you make mistakes,
you must answer more. ALEKS will always tell you when you have mastered the
concept. If you wish to stop working on a concept and choose another one, you
can click on “MyPie.” It is usually better to master the concept you are working
on, unless the system tells you to switch. If you are clearly not making progress,
ALEKS will suggest that you work on something else.
Why is ALEKS giving me a new assessment?
[Sec. A.5.1] New assessments may be prompted automatically by ALEKS when
you have spent sufficient time in the Learning Mode or when you have made
adequate progress. Your teacher may also request an assessment for you personally,
or for everyone in the class. In this case it may be stipulated that the assessment
must be taken at school. (If you attempt to work at home when an assessment has
been ordered to be done at school, ALEKS will deny access and tell you that you
need to log on from school.)
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Why do I need to take a Tutorial to use ALEKS?
[Sec. A.4] The Tutorial is a brief interactive training program that teaches you
to use the ALEKS input tools, or “Answer Editor.”
ALEKS avoids multiple-choice questions. It almost always requires that answers
be given in the form of numbers, mathematical expressions and geometrical and
other constructions. The Answer Editor is a flexible set of tools enabling you to
provide such answers. Although the Answer Editor is easy to use, the Tutorial
will make sure you are completely proficient with it before beginning the ALEKS
system. The Tutorial guides you through every step of learning to use the Answer
Editor.
What can I do if I make a mistake entering an answer?
If you make an error entering an answer with the Answer Editor, you should click
on “Undo” to go back one step, or on “Clear” to start over. You can also use the
“Backspace” key on your keyboard in the usual way.
NOTE. You cannot use “Undo” or the “Back” button on your browser to go back
if you have submitted an answer by clicking on “Next.” If you realize that the
answer you submitted is incorrect, you should not be concerned; the system will
most likely recognize this as a careless error based on your other answers and make
allowances for it.
What are the icon buttons for?
The icon buttons are used to enter mathematical symbols and to create forms for
mathematical expressions. In some cases the keyboard equivalents for icon buttons
can be used.
Why doesn’t anything appear when I type?
[Sec. A.11] In order to type input in the Answer Editor, you must first click
on a blue box. Each blue box in the input area corresponds to a mathematical
expression. When you click on an icon button for a complex expression, it may
place more than one blue box in the space, one for each part of the expression.
Each blue box must be filled in for a complete expression. For instance, when you
click on the “Exponent” icon button, you get two blue boxes. The big one is for
entering the base, and a smaller one that is raised and to the right is used to enter
the exponent.
How do I get help while using ALEKS?
[Sec. A.5.5] You can get help using the Answer Editor by clicking the “Help”
button on the ALEKS menu bar.
Can my teacher or friend help me (or can I use a calculator) in the Learning
Mode?
[Sec. A.8] Help and collaboration are allowed in the Learning Mode. Keep in
mind, however, that if you get too much help, the system will start giving you
problems that you are not prepared to solve. As a general rule, you can get help
with one Practice problem, but you should solve the others yourself. There should
be no help whatsoever on assessments, however.
A.10. FREQUENTLY ASKED QUESTIONS
You need paper and pencil for the Learning Mode, just as you did for the assessment. ALEKS provides a calculator when appropriate; when the Calculator
button is active, the use of the calculator is permitted (See Sec. A.5.5).
Why are some of the words I see underlined?
[Sec. A.5.5] Underlined words in the Learning Mode are links to the online mathematical dictionary. You can click on any underlined word to see its definition.
You can also access the Dictionary by clicking the “Dictionary” button on the
ALEKS menu bar. The Dictionary is not available during assessment.
Note that the Dictionary is opened in a new window. When you are finished
reading the definition, you can close or “Minimize” the window, and you will see
the previous screen. Clicking “Back” on the browser won’t work.
What is the “Ask a Friend” button for?
[Sec. A.8] The “Ask a Friend” button sometimes appears when you are having
difficulty with a particular concept. When you click on the button, the system
suggests the name of a classmate who has mastered the concept and may be able
to help you.
How can I change my Password?
[Sec. A.5.5] You can change your Password by clicking the “Options” button on
the ALEKS menu bar.
How can I review material I have already worked on?
[Sec. A.5.5] You can click on the “Review” button to work on material you have
already spent time on.
How can I see the reports from previous assessments?
[Sec. A.5.5] To see any of your assessment reports, click on “Report” (on the
ALEKS menu bar).
How can I choose a new topic to work on?
[Sec. A.5.5] To see your current pie chart and choose a new concept in the Learning Mode, click on “MyPie” (on the ALEKS menu bar), move around on the pie,
and choose a new concept in the Learning Mode.
How can I print something in ALEKS?
[Sec. A.11] To print the contents of the screen, you can click on “Print” in the
ALEKS menu bar. This produces a new, printable window (ALEKS output is not
normally printable). Depending on your browser, you may also have to click the
browser’s “Print” button. When you are done, you can close the new window.
What should I do if it’s taking too long for a new page to load (or if the
program freezes)?
[Sec. A.11] It shouldn’t take more than a few seconds for ALEKS to respond
when you click on any button. If you experience delay, freezing, or crashing, your
first step is to click on the small “A” button in the upper right corner. If this
doesn’t work, you can click your browser’s “Reload” or “Refresh” button. If this
doesn’t work, you can close your browser and restart it. In extreme cases, use
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Ctrl-Alt-Delete (Cmd-Opt-Esc on Macintosh). You will come back to the exact
place you left off after you log back on to ALEKS.
How do I exit the ALEKS program?
To leave ALEKS, you can click the “Exit” button on the ALEKS menu bar or
simply close your browser. ALEKS always remembers where you left off and brings
you back to that place.
Why do I have to log on to ALEKS?
[Sec. A.1] The fact that ALEKS is used over the Internet means that you can
access it from your school or from home. As a registered user of ALEKS, you have
an account on the server that contains a record of all the work you have done.
Your teacher and administrators at your school have access to these records. They
can monitor your progress and use of the system as well as carry out administrative
functions. Web access also means that there is almost no maintenance or technical
preparation required—no disks, CDs, peripherals, or backup procedures.
What if I have a question or problem using ALEKS?
If you have a question or problem using ALEKS that is not answered here, please
contact your teacher. Your teacher has been provided with extensive information
on the operation of ALEKS and should be able to answer almost any question you
may have.
What if I forget my Login Name or Password?
If you forget your Login Name or Password, you can use the link on the ALEKS
home page marked “Did you forget your password?” If you entered an email
address at registration time and you remember your Login Name, the password
will be sent to you by email. Otherwise, please contact your teacher.
How do I extend or renew my ALEKS account?
Wait for your account actually to expire. Don’t worry: your records and progress
will not be lost. Obtain the correct Class Code from your teacher. When your
account expires, you will be unable to access your account; instead, you will get
a message indicating that the account has expired. On this page, click on the
left-hand button. (Do not use the right-hand button.) Enter the 10-character
course code and other information as prompted. You will now be able to continue
using your ALEKS account.
A.11
Troubleshooting
Difficulties in using ALEKS can very often be resolved by following the suggestions
given in this section.
Login Not Successful
First of all, be careful to type your Login Name and Password correctly, with
no spaces or punctuation. Then, be sure you have accessed the correct ALEKS
A.11. TROUBLESHOOTING
website. There is more than one ALEKS website, and only the one at which you
registered contains your account. Use the URL provided in this booklet rather
than looking for “aleks” via a search engine.
Typed Input Does Not Appear
If you have trouble entering numbers or symbols in the Answer Editor, be sure
that you have clicked on a blue box and that the pointer is within the answer area
(the rectangle containing the blue boxes).
NOTE. It is not always possible to use the number keys on your keyboard’s righthand “keypad” (check that “Num Lock” has been pressed).
Mixed Number Difficulties
The Answer Editor is easy to use. One warning, however: mixed numbers must
be entered using the Mixed Number icon, not by entering the whole part and then
using the Fraction icon.
Freezing and Slow Response
If you are logged on to ALEKS and the program is either not responding or taking
too long to load a new page, one of the following three actions may help (try them
in the order given):
1. click on the small “A” in the upper right-hand corner of the ALEKS window;
2. click on your browser’s “Reload” (or “Refresh”) button;
3. close the browser and log on again (the system will bring you back to where
you left off); if you cannot close the browser use Ctrl-Alt-Delete (PC) or CmdOpt-Esc (Macintosh) and end the task (or reboot, if all else fails).
Open applications, other than the web browser that you are using to access
ALEKS, are another cause of slowness. Closing these applications may correct
the problem.
If slowness persists, it is most likely due to a problem in the local network. Bring
this to the attention of your teacher.
Lengthy Assessment
It is impossible to know how many questions will be asked in an assessment. The
number of questions asked does not reflect your knowledge of the subject matter.
It may reflect the consistency of your effort or concentration.
Reduction of Pie Chart
You may observe a loss of concepts in your pie chart following an assessment.
This is not a malfunction in the system, but results from errors made by you
on material you had previously seemed to master. Don’t worry: that is the way
the system works. In particular, it is not unusual to have a “bad” assessment,
one that, for external reasons (bad mood, distractions, etc.), does not reflect your
actual knowledge. ALEKS will quickly bring you back to where you belong.
Repeated Final Assessments
You may need to take more than one final assessment even after you have filled in
your pie (in the Learning Mode). This is normal, since mastery is determined by
181
182
APPENDIX A. ALEKS STUDENT USER’S GUIDE
the assessment, not by the Learning Mode. The system needs to confirm (in the
assessment) that the entire curriculum has been mastered.
Printing Problems
To print ALEKS output (for instance, an Assessment Report) you must press the
ALEKS “Print” button (on the ALEKS menu bar). This opens a new browser
window containing the contents of the previous window in the form of a “Print
Preview.” When this page has been printed it should be closed to return to the
normal ALEKS interface.
Appendix B
Programs in ALEKS
B.1
Mathematics - LV3
Place Value and Money
arith066
arith643
arith028
arith060
arith651
arith652
arith077
arith078
arith061
arith660
arith661
Expanded form
Expanded form with zeros
Numeral translation: Problem type 1
Numeral translation: Problem type 2
Introduction to inequalities
Comparing a simple numerical expression with a number
Ordering large numbers
Rounding: Problem type 1
Rounding: Problem type 2
Finding the value of a collection of coins
Finding the value of a collection of bills and coins
Addition and Subtraction
arith633
arith634
arith635
arith001
arith050
arith630
arith012
arith636
arith007
arith006
Single digit addition with carry
Addition of 3 or 4 single-digit numbers
Adding a 2-digit number and a 1-digit number with carry
Addition without carry
Addition with carry
Addition with carry to the hundreds place
Addition of large numbers
Subtracting a 1-digit number from a 2-digit number
Subtraction without borrowing
Subtraction with borrowing
183
184
APPENDIX B. PROGRAMS IN ALEKS
arith682 Subtraction with multiple regrouping steps
arith637 Subtraction and regrouping with zeros
arith613 Word problem using addition or subtraction
arith101 Estimating a sum
arith102 Estimating a difference
arith653 Fact families for addition and subtraction
arith655 Introduction to properties of addition
alge284 Evaluating a simple algebraic expression: Problem type 1
alge009 Additive property of equality: Problem type 1
Multiplication and Division
arith008 One-digit multiplication
arith679 Multiplication by 10, 100, and 1000
arith675 Understanding multiplication of a one-digit number with a larger number
arith003 Multiplication without carry
arith004 Multiplication with carry
arith632 Multiplication with trailing zeros: Problem type 1
arith639 Using multiplication to find the number of squares
arith640 Using addition and multiplication to count the objects on a grid
arith641 Multiples: Problem type 1
arith642 Multiples: Problem type 2
arith075 Simple division
arith052 Division without carry
arith005 Division with carry
arith680 Division with trailing zeros: Problem type 1
arith650 Division involving quotients with intermediate zeros
arith644 Word problem on quotient and remainder
arith614 Basic word problem using multiplication or division
arith677 Estimating a product
arith678 Estimating a quotient
arith645 Introduction to parentheses
arith658 Filling in missing operations to make an equation
arith654 Fact families for multiplication and division
arith656 Introduction to properties of multiplication
alge683 Evaluating a simple algebraic expression: Problem type 2
alge813 Solving simple equations with multiplication or division
arith056 Factors
arith646 Even and odd numbers
arith647 Divisibility rules for 2, 5, and 10
alge807 Finding the next terms of a simple sequence
alge281 Function tables with one-step rules
B.1. MATHEMATICS - LV3
Geometry, Measurement, and Graphs
geom349 Naming segments, rays, and lines
geom358 Introduction to parallel and perpendicular lines
geom303 Acute, obtuse, and right angles
geom306 Acute, obtuse, and right triangles
geom300 Perimeter of a square or a rectangle
geom339 Perimeter of a polygon
geom019 Area of a square or a rectangle
geom354 Volume of a solid made of unit cubes
geom348 Vertices, edges, and faces of a solid
geom219 Nets of solids
geom359 Introduction to congruence
geom360 Introduction to similarity
geom357 Identifying transformations
geom334 Drawing lines of symmetry
mstat033 Measuring length to the nearest inch
mstat034 Measuring length to the nearest quarter or half inch
unit005 Customary unit conversion with whole number values
mstat035 Conversions involving measurements in feet and inches
unit001 Metric distance conversion with whole number values
unit002 Metric mass or capacity conversion with whole number values
time010 Telling time
time008 Reading a calendar
unit012 Time unit conversion with whole number values
time009 Introduction to adding time
alge278 Reading a point in quadrant 1
alge279 Plotting a point in quadrant 1
mstat005 Bar graphs for non-numerical data
mstat024 Interpreting bar graphs
mstat037 Line plots
mstat007 Interpreting line graphs
mstat042 Venn diagrams with two sets
mstat026 Introduction to probability of an event
Fractions and Decimals
arith623
arith665
arith212
arith666
arith662
arith044
Introduction to fractions
Introduction to equivalent fractions
Equivalent fractions
Introduction to reduced fractions
Introduction to mixed numbers and improper fractions
Ordering fractions with same denominator
185
186
APPENDIX B. PROGRAMS IN ALEKS
arith091
arith618
arith079
arith220
arith608
arith670
arith671
arith624
arith668
arith625
arith669
arith626
arith627
B.2
Ordering fractions with same numerator
Addition or subtraction of fractions with the same denominator
Product of a unit fraction and a whole number
Decimal place value
Ordering decimals
Introduction to writing a decimal as a fraction
Introduction to converting a fraction to a decimal
Addition of aligned decimals
Addition with money
Subtraction of aligned decimals
Subtraction with money
Word problem with one decimal operation: Problem type 1
Word problem with one decimal operation: Problem type 2
Mathematics - LV4
Number sense, Addition and Subtraction
arith066
arith643
arith028
arith060
arith651
arith077
arith078
arith061
arith633
arith634
arith635
arith001
arith050
arith630
arith012
arith636
arith007
arith006
arith682
arith637
arith613
arith101
arith102
arith653
Expanded form
Expanded form with zeros
Numeral translation: Problem type 1
Numeral translation: Problem type 2
Introduction to inequalities
Ordering large numbers
Rounding: Problem type 1
Rounding: Problem type 2
Single digit addition with carry
Addition of 3 or 4 single-digit numbers
Adding a 2-digit number and a 1-digit number with carry
Addition without carry
Addition with carry
Addition with carry to the hundreds place
Addition of large numbers
Subtracting a 1-digit number from a 2-digit number
Subtraction without borrowing
Subtraction with borrowing
Subtraction with multiple regrouping steps
Subtraction and regrouping with zeros
Word problem using addition or subtraction
Estimating a sum
Estimating a difference
Fact families for addition and subtraction
B.2. MATHEMATICS - LV4
arith655 Introduction to properties of addition
Multiplication and Division
arith008 One-digit multiplication
arith679 Multiplication by 10, 100, and 1000
arith675 Understanding multiplication of a one-digit number with a larger number
arith003 Multiplication without carry
arith004 Multiplication with carry
arith632 Multiplication with trailing zeros: Problem type 1
arith639 Using multiplication to find the number of squares
arith640 Using addition and multiplication to count the objects on a grid
arith641 Multiples: Problem type 1
arith642 Multiples: Problem type 2
arith615 Introduction to multiplication of large numbers
arith638 Multiplication with trailing zeros: Problem type 2
arith014 Multiplication of large numbers
arith075 Simple division
arith052 Division without carry
arith005 Division with carry
arith680 Division with trailing zeros: Problem type 1
arith650 Division involving quotients with intermediate zeros
arith644 Word problem on quotient and remainder
arith614 Basic word problem using multiplication or division
arith649 Division with trailing zeros: Problem type 2
arith023 Word problem using division
arith677 Estimating a product
arith678 Estimating a quotient
arith645 Introduction to parentheses
arith681 Introduction to order of operations
arith048 Order of operations: Problem type 1
arith051 Order of operations: Problem type 2
arith657 Introduction to the distributive property
arith652 Comparing a simple numerical expression with a number
arith654 Fact families for multiplication and division
arith658 Filling in missing operations to make an equation
arith656 Introduction to properties of multiplication
alge807 Finding the next terms of a simple sequence
arith646 Even and odd numbers
arith647 Divisibility rules for 2, 5, and 10
arith648 Divisibility rules for 3 and 9
arith056 Factors
arith033 Greatest common factor
187
188
APPENDIX B. PROGRAMS IN ALEKS
arith070 Least common multiple
arith034 Prime numbers
arith035 Prime number factorization
Fractions, Time, and Customary Measurement
arith623 Introduction to fractions
arith665 Introduction to equivalent fractions
arith212 Equivalent fractions
arith666 Introduction to reduced fractions
arith067 Reduced fraction
arith044 Ordering fractions with same denominator
arith091 Ordering fractions with same numerator
arith092 Ordering fractions
arith667 Plotting fractions on a number line
arith618 Addition or subtraction of fractions with the same denominator
arith664 Introduction to addition or subtraction of fractions with different denominators
arith230 Addition or subtraction of fractions with different denominators
arith100 Fractional part of a circle
arith079 Product of a unit fraction and a whole number
arith086 Product of a fraction and a whole number
arith662 Introduction to mixed numbers and improper fractions
arith015 Writing an improper fraction as a mixed number
arith619 Writing a mixed number as an improper fraction
arith215 Addition or subtraction of mixed numbers with same denominator
arith084 Addition of mixed numbers with same denominator and carry
arith216 Subtraction of mixed numbers with same denominator and borrowing
time010 Telling time
unit012 Time unit conversion with whole number values
time008 Reading a calendar
time009 Introduction to adding time
time006 Adding time
time007 Subtracting time
mstat033 Measuring length to the nearest inch
mstat034 Measuring length to the nearest quarter or half inch
mstat035 Conversions involving measurements in feet and inches
mstat036 Adding customary units of length
unit005 Customary unit conversion with whole number values
unit006 Customary unit conversion with whole number values, two-step conversion
Decimals, Money, and Metric Measurement
B.2. MATHEMATICS - LV4
arith660 Finding the value of a collection of coins
arith661 Finding the value of a collection of bills and coins
arith220 Decimal place value
arith221 Rounding decimals
arith608 Ordering decimals
arith670 Introduction to writing a decimal as a fraction
arith087 Converting a decimal to a fraction
arith671 Introduction to converting a fraction to a decimal
arith672 Introduction to writing a decimal as a mixed number
arith624 Addition of aligned decimals
arith668 Addition with money
arith625 Subtraction of aligned decimals
arith669 Subtraction with money
arith626 Word problem with one decimal operation: Problem type 1
arith627 Word problem with one decimal operation: Problem type 2
arith674 Introduction to percent
unit001 Metric distance conversion with whole number values
unit002 Metric mass or capacity conversion with whole number values
Geometry
geom349
geom358
geom151
geom152
geom303
geom306
geom307
geom001
geom310
geom300
geom339
geom078
geom353
geom019
geom350
geom351
geom340
geom347
geom311
geom354
geom348
geom219
Naming segments, rays, and lines
Introduction to parallel and perpendicular lines
Measuring an angle with the protractor
Drawing an angle with the protractor
Acute, obtuse, and right angles
Acute, obtuse, and right triangles
Scalene, isosceles, and equilateral triangles
Sum of the angle measures of a triangle
Classifying quadrilaterals
Perimeter of a square or a rectangle
Perimeter of a polygon
Sides of polygons having the same perimeter
Perimeter of a piecewise rectangular figure
Area of a square or a rectangle
Distinguishing between area and perimeter
Areas of rectangles with the same perimeter
Area of a piecewise rectangular figure
Introduction to circle: diameter, radius, and chord
Volume of a cube or a rectangular prism
Volume of a solid made of unit cubes
Vertices, edges, and faces of a solid
Nets of solids
189
190
APPENDIX B. PROGRAMS IN ALEKS
geom359
geom360
geom355
geom356
geom357
geom334
Introduction to congruence
Introduction to similarity
Introduction to translations
Introduction to reflections
Identifying transformations
Drawing lines of symmetry
Algebra, Graphs, and Probability
mstat004 Histograms for numerical data
mstat005 Bar graphs for non-numerical data
mstat037 Line plots
mstat024 Interpreting bar graphs
mstat044 Double bar graphs
mstat007 Interpreting line graphs
mstat031 Interpreting a stem-and-leaf plot
mstat003 Mode of a data set
mstat028 Mean and median of a data set
mstat041 Tree diagrams
mstat040 Introduction to the counting principle
mstat026 Introduction to probability of an event
mstat039 Understanding likelihood
mstat010 Probability of an event
mstat042 Venn diagrams with two sets
mstat038 Reading the temperature from a thermometer
alge286 Plotting integers on a number line
alge284 Evaluating a simple algebraic expression: Problem type 1
alge683 Evaluating a simple algebraic expression: Problem type 2
alge285 Evaluating a simple algebraic expression: Problem type 3
alge009 Additive property of equality: Problem type 1
alge813 Solving simple equations with multiplication or division
alge008 Multiplicative property of equality: Problem type 1
alge281 Function tables with one-step rules
alge282 Function tables with two-step rules
fun005 Finding a function rule: Problem type 1
alge278 Reading a point in quadrant 1
alge279 Plotting a point in quadrant 1
alge283 Graphing whole number functions
alge280 Graphing a line in quadrant 1
B.3. MATHEMATICS - LV5
B.3
Mathematics - LV5
Whole Numbers
arith066
arith643
arith028
arith060
arith633
arith634
arith635
arith001
arith050
arith630
arith012
arith660
arith661
arith636
arith007
arith006
arith682
arith637
arith613
arith641
arith642
arith008
arith679
arith675
arith003
arith004
arith615
arith632
arith638
arith014
arith639
arith640
arith075
arith052
arith005
arith680
arith649
arith650
arith644
arith023
Expanded form
Expanded form with zeros
Numeral translation: Problem type 1
Numeral translation: Problem type 2
Single digit addition with carry
Addition of 3 or 4 single-digit numbers
Adding a 2-digit number and a 1-digit number with carry
Addition without carry
Addition with carry
Addition with carry to the hundreds place
Addition of large numbers
Finding the value of a collection of coins
Finding the value of a collection of bills and coins
Subtracting a 1-digit number from a 2-digit number
Subtraction without borrowing
Subtraction with borrowing
Subtraction with multiple regrouping steps
Subtraction and regrouping with zeros
Word problem using addition or subtraction
Multiples: Problem type 1
Multiples: Problem type 2
One-digit multiplication
Multiplication by 10, 100, and 1000
Understanding multiplication of a one-digit number with a larger number
Multiplication without carry
Multiplication with carry
Introduction to multiplication of large numbers
Multiplication with trailing zeros: Problem type 1
Multiplication with trailing zeros: Problem type 2
Multiplication of large numbers
Using multiplication to find the number of squares
Using addition and multiplication to count the objects on a grid
Simple division
Division without carry
Division with carry
Division with trailing zeros: Problem type 1
Division with trailing zeros: Problem type 2
Division involving quotients with intermediate zeros
Word problem on quotient and remainder
Word problem using division
191
192
APPENDIX B. PROGRAMS IN ALEKS
arith614 Basic word problem using multiplication or division
arith651 Introduction to inequalities
arith652 Comparing a simple numerical expression with a number
arith077 Ordering large numbers
arith078 Rounding: Problem type 1
arith061 Rounding: Problem type 2
arith101 Estimating a sum
arith102 Estimating a difference
arith677 Estimating a product
arith678 Estimating a quotient
arith103 Average of two numbers
arith645 Introduction to parentheses
arith681 Introduction to order of operations
arith048 Order of operations: Problem type 1
arith051 Order of operations: Problem type 2
arith646 Even and odd numbers
arith647 Divisibility rules for 2, 5, and 10
arith648 Divisibility rules for 3 and 9
arith056 Factors
arith034 Prime numbers
arith035 Prime number factorization
arith033 Greatest common factor
arith070 Least common multiple
arith240 Word problem with common multiples
arith655 Introduction to properties of addition
arith656 Introduction to properties of multiplication
arith657 Introduction to the distributive property
arith653 Fact families for addition and subtraction
arith654 Fact families for multiplication and division
arith658 Filling in missing operations to make an equation
alge807 Finding the next terms of a simple sequence
Fractions and Proportions
arith623
arith663
arith665
arith212
arith666
arith067
arith015
arith619
arith044
Introduction to fractions
Introduction to ratios
Introduction to equivalent fractions
Equivalent fractions
Introduction to reduced fractions
Reduced fraction
Writing an improper fraction as a mixed number
Writing a mixed number as an improper fraction
Ordering fractions with same denominator
B.3. MATHEMATICS - LV5
arith091 Ordering fractions with same numerator
arith092 Ordering fractions
arith667 Plotting fractions on a number line
arith618 Addition or subtraction of fractions with the same denominator
arith664 Introduction to addition or subtraction of fractions with different denominators
arith230 Addition or subtraction of fractions with different denominators
arith100 Fractional part of a circle
arith079 Product of a unit fraction and a whole number
arith009 Unit fraction multiplication
arith086 Product of a fraction and a whole number
arith053 Fraction multiplication
arith095 Word problem with fractions
arith088 The reciprocal of a number
arith022 Fraction division
arith662 Introduction to mixed numbers and improper fractions
arith215 Addition or subtraction of mixed numbers with same denominator
arith084 Addition of mixed numbers with same denominator and carry
arith216 Subtraction of mixed numbers with same denominator and borrowing
arith085 Addition or subtraction of mixed numbers with different denominators
arith020 Mixed number multiplication: Problem type 1
arith076 Mixed number multiplication: Problem type 2
arith068 Mixed number division
arith228 Basic word problem on rates
alge272 Solving a proportion: Basic
arith064 Simple word problem on proportions
arith610 Word problem on proportions: Problem type 1
unit034 Conversion between metric and customary unit systems
Decimals and Percents
arith220
arith221
arith608
arith609
arith670
arith087
arith671
arith222
arith089
arith672
arith223
arith624
Decimal place value
Rounding decimals
Ordering decimals
Ordering fractions and decimals
Introduction to writing a decimal as a fraction
Converting a decimal to a fraction
Introduction to converting a fraction to a decimal
Converting a fraction to a terminating decimal
Converting a fraction to a repeating decimal
Introduction to writing a decimal as a mixed number
Converting a mixed number to a decimal
Addition of aligned decimals
193
194
APPENDIX B. PROGRAMS IN ALEKS
arith668
arith625
arith669
arith626
arith627
arith082
arith017
arith055
arith045
arith628
arith083
arith081
arith019
arith629
arith674
arith226
arith090
arith002
arith069
arith030
arith074
arith232
Addition with money
Subtraction of aligned decimals
Subtraction with money
Word problem with one decimal operation: Problem type 1
Word problem with one decimal operation: Problem type 2
Multiplication of a decimal by a power of ten
Multiplication of a decimal by a whole number
Decimal multiplication: Problem type 1
Word problem with powers of ten
Word problem with multiple decimal operations: Problem type 1
Division of a decimal by a power of ten
Division of a decimal by a whole number
Decimal division
Word problem with multiple decimal operations: Problem type 2
Introduction to percent
Converting between percentages and decimals
Converting a percentage to a fraction
Converting a fraction to a percentage
Writing a ratio as a percentage
Percentage of a whole number
Word problem on percentage: Problem type 1
Simple interest
Geometry and Measurement
geom151
geom152
geom303
geom159
geom158
geom349
geom358
geom154
geom306
geom307
geom801
geom001
geom908
geom310
geom532
geom300
geom339
geom078
Measuring an angle with the protractor
Drawing an angle with the protractor
Acute, obtuse, and right angles
Constructing congruent angles
Constructing an angle bisector
Naming segments, rays, and lines
Introduction to parallel and perpendicular lines
Constructing the perpendicular bisector of a line segment
Acute, obtuse, and right triangles
Scalene, isosceles, and equilateral triangles
Area of a triangle
Sum of the angle measures of a triangle
Solving a triangle: Problem type 1
Classifying quadrilaterals
Classifying parallelograms
Perimeter of a square or a rectangle
Perimeter of a polygon
Sides of polygons having the same perimeter
B.3. MATHEMATICS - LV5
geom353 Perimeter of a piecewise rectangular figure
geom019 Area of a square or a rectangle
geom217 Finding the side length of a rectangle given its perimeter or area
geom350 Distinguishing between area and perimeter
geom351 Areas of rectangles with the same perimeter
geom340 Area of a piecewise rectangular figure
geom022 Area of a parallelogram
geom023 Area of a trapezoid
geom347 Introduction to circle: diameter, radius, and chord
geom016 Circumference of a circle
geom802 Circumference and area of a circle
geom354 Volume of a solid made of unit cubes
geom311 Volume of a cube or a rectangular prism
geom090 Volume of a triangular prism
geom031 Surface area of a cube or a rectangular prism
geom345 Surface area of a solid made of unit cubes
geom091 Surface area of a triangular prism
geom219 Nets of solids
geom348 Vertices, edges, and faces of a solid
geom359 Introduction to congruence
geom360 Introduction to similarity
geom037 Similar polygons
geom355 Introduction to translations
geom356 Introduction to reflections
geom357 Identifying transformations
geom334 Drawing lines of symmetry
mstat033 Measuring length to the nearest inch
mstat034 Measuring length to the nearest quarter or half inch
mstat035 Conversions involving measurements in feet and inches
mstat036 Adding customary units of length
unit005 Customary unit conversion with whole number values
unit006 Customary unit conversion with whole number values, two-step conversion
unit007 Customary unit conversion with mixed number values
unit008 Customary unit conversion with mixed number values, two-step conversion
unit001 Metric distance conversion with whole number values
unit002 Metric mass or capacity conversion with whole number values
unit003 Metric distance conversion with decimal values
unit004 Metric conversion with decimal values, two-step conversion
time010 Telling time
time008 Reading a calendar
unit012 Time unit conversion with whole number values
time009 Introduction to adding time
time006 Adding time
time007 Subtracting time
195
196
APPENDIX B. PROGRAMS IN ALEKS
Algebra and Graphs
mstat004 Histograms for numerical data
mstat005 Bar graphs for non-numerical data
mstat024 Interpreting bar graphs
mstat037 Line plots
mstat044 Double bar graphs
mstat007 Interpreting line graphs
stat804 Interpreting circle graphs or pie charts
mstat031 Interpreting a stem-and-leaf plot
mstat003 Mode of a data set
mstat028 Mean and median of a data set
stat803 Finding the value for a new score that will yield a given mean
mstat029 How changing a value affects the mean and median
mstat025 Finding if a question can be answered by the data
mstat041 Tree diagrams
mstat040 Introduction to the counting principle
stat106 Outcomes and event probability
mstat026 Introduction to probability of an event
mstat039 Understanding likelihood
mstat010 Probability of an event
mstat042 Venn diagrams with two sets
mstat043 Venn diagrams with three sets
mstat038 Reading the temperature from a thermometer
alge286 Plotting integers on a number line
arith605 Plotting rational numbers on a number line
arith071 Absolute value of a number
arith200 Integer addition: Problem type 1
arith108 Integer addition: Problem type 2
arith107 Integer subtraction
alge284 Evaluating a simple algebraic expression: Problem type 1
alge683 Evaluating a simple algebraic expression: Problem type 2
alge285 Evaluating a simple algebraic expression: Problem type 3
alge602 Writing a mathematical expression
alge016 Translating sentences into mathematical equations
alge009 Additive property of equality: Problem type 1
alge010 Additive property of equality: Problem type 2
alge800 Additive property of equality with decimals
alge801 Additive property of equality with fractions
alge813 Solving simple equations with multiplication or division
alge008 Multiplicative property of equality: Problem type 1
alge802 Multiplicative property of equality with fractions
B.4. MATHEMATICS - LV6 / ESSENTIAL MATHEMATICS
alge803 Using two steps to solve an equation
alge281 Function tables with one-step rules
alge282 Function tables with two-step rules
fun005 Finding a function rule: Problem type 1
alge278 Reading a point in quadrant 1
alge064 Reading a point in the coordinate plane
alge279 Plotting a point in quadrant 1
alge067 Plotting a point in the coordinate plane
alge283 Graphing whole number functions
alge066 Solutions to a linear equation in two variables: Problem type 1
alge280 Graphing a line in quadrant 1
arith233 Introduction to exponents
arith683 Powers of 10: Positive exponent
arith036 Scientific notation with positive exponent
arith016 Square root of a perfect square
B.4
Mathematics - LV6 / Essential Mathematics
Whole Numbers
arith066
arith643
arith028
arith060
arith633
arith634
arith635
arith001
arith050
arith630
arith012
arith660
arith661
arith636
arith007
arith006
arith682
arith637
arith613
arith008
arith679
arith675
Expanded form
Expanded form with zeros
Numeral translation: Problem type 1
Numeral translation: Problem type 2
Single digit addition with carry
Addition of 3 or 4 single-digit numbers
Adding a 2-digit number and a 1-digit number with carry
Addition without carry
Addition with carry
Addition with carry to the hundreds place
Addition of large numbers
Finding the value of a collection of coins
Finding the value of a collection of bills and coins
Subtracting a 1-digit number from a 2-digit number
Subtraction without borrowing
Subtraction with borrowing
Subtraction with multiple regrouping steps
Subtraction and regrouping with zeros
Word problem using addition or subtraction
One-digit multiplication
Multiplication by 10, 100, and 1000
Understanding multiplication of a one-digit number with a larger number
197
198
APPENDIX B. PROGRAMS IN ALEKS
arith003
arith004
arith615
arith632
arith638
arith014
arith639
arith640
arith641
arith642
arith075
arith052
arith005
arith680
arith649
arith650
arith644
arith023
arith614
arith651
arith652
arith077
arith078
arith061
arith101
arith102
arith677
arith678
arith103
arith645
arith681
arith048
arith051
arith658
arith646
arith647
arith648
arith056
arith034
arith035
arith033
arith070
arith240
arith655
Multiplication without carry
Multiplication with carry
Introduction to multiplication of large numbers
Multiplication with trailing zeros: Problem type 1
Multiplication with trailing zeros: Problem type 2
Multiplication of large numbers
Using multiplication to find the number of squares
Using addition and multiplication to count the objects on a grid
Multiples: Problem type 1
Multiples: Problem type 2
Simple division
Division without carry
Division with carry
Division with trailing zeros: Problem type 1
Division with trailing zeros: Problem type 2
Division involving quotients with intermediate zeros
Word problem on quotient and remainder
Word problem using division
Basic word problem using multiplication or division
Introduction to inequalities
Comparing a simple numerical expression with a number
Ordering large numbers
Rounding: Problem type 1
Rounding: Problem type 2
Estimating a sum
Estimating a difference
Estimating a product
Estimating a quotient
Average of two numbers
Introduction to parentheses
Introduction to order of operations
Order of operations: Problem type 1
Order of operations: Problem type 2
Filling in missing operations to make an equation
Even and odd numbers
Divisibility rules for 2, 5, and 10
Divisibility rules for 3 and 9
Factors
Prime numbers
Prime number factorization
Greatest common factor
Least common multiple
Word problem with common multiples
Introduction to properties of addition
B.4. MATHEMATICS - LV6 / ESSENTIAL MATHEMATICS
arith656 Introduction to properties of multiplication
arith657 Introduction to the distributive property
arith653 Fact families for addition and subtraction
arith654 Fact families for multiplication and division
alge807 Finding the next terms of a simple sequence
Fractions and Decimals
arith623
arith665
arith212
arith666
arith067
arith044
arith091
arith092
arith667
arith618
arith664
tors
arith230
arith100
arith215
arith088
arith079
arith009
arith086
arith053
arith095
arith022
arith662
arith015
arith619
arith084
arith216
arith085
arith020
arith076
arith068
arith220
arith221
arith608
arith609
Introduction to fractions
Introduction to equivalent fractions
Equivalent fractions
Introduction to reduced fractions
Reduced fraction
Ordering fractions with same denominator
Ordering fractions with same numerator
Ordering fractions
Plotting fractions on a number line
Addition or subtraction of fractions with the same denominator
Introduction to addition or subtraction of fractions with different denominaAddition or subtraction of fractions with different denominators
Fractional part of a circle
Addition or subtraction of mixed numbers with same denominator
The reciprocal of a number
Product of a unit fraction and a whole number
Unit fraction multiplication
Product of a fraction and a whole number
Fraction multiplication
Word problem with fractions
Fraction division
Introduction to mixed numbers and improper fractions
Writing an improper fraction as a mixed number
Writing a mixed number as an improper fraction
Addition of mixed numbers with same denominator and carry
Subtraction of mixed numbers with same denominator and borrowing
Addition or subtraction of mixed numbers with different denominators
Mixed number multiplication: Problem type 1
Mixed number multiplication: Problem type 2
Mixed number division
Decimal place value
Rounding decimals
Ordering decimals
Ordering fractions and decimals
199
200
APPENDIX B. PROGRAMS IN ALEKS
arith670
arith087
arith671
arith222
arith089
arith672
arith223
arith624
arith668
arith625
arith669
arith626
arith627
arith082
arith017
arith055
arith045
arith628
arith083
arith081
arith019
arith629
Introduction to writing a decimal as a fraction
Converting a decimal to a fraction
Introduction to converting a fraction to a decimal
Converting a fraction to a terminating decimal
Converting a fraction to a repeating decimal
Introduction to writing a decimal as a mixed number
Converting a mixed number to a decimal
Addition of aligned decimals
Addition with money
Subtraction of aligned decimals
Subtraction with money
Word problem with one decimal operation: Problem type 1
Word problem with one decimal operation: Problem type 2
Multiplication of a decimal by a power of ten
Multiplication of a decimal by a whole number
Decimal multiplication: Problem type 1
Word problem with powers of ten
Word problem with multiple decimal operations: Problem type 1
Division of a decimal by a power of ten
Division of a decimal by a whole number
Decimal division
Word problem with multiple decimal operations: Problem type 2
Geometry
geom151
geom152
geom303
geom039
geom304
geom305
geom159
geom158
geom349
geom358
geom154
geom525
geom306
geom307
geom801
geom001
geom908
geom044
Measuring an angle with the protractor
Drawing an angle with the protractor
Acute, obtuse, and right angles
Supplementary and complementary angles
Corresponding and alternate angles
Supplementary and vertical angles
Constructing congruent angles
Constructing an angle bisector
Naming segments, rays, and lines
Introduction to parallel and perpendicular lines
Constructing the perpendicular bisector of a line segment
Computing distances on the number line
Acute, obtuse, and right triangles
Scalene, isosceles, and equilateral triangles
Area of a triangle
Sum of the angle measures of a triangle
Solving a triangle: Problem type 1
Pythagorean Theorem
B.4. MATHEMATICS - LV6 / ESSENTIAL MATHEMATICS
geom310
geom532
geom078
geom300
geom339
geom019
geom350
geom351
geom217
geom353
geom340
geom022
geom023
geom344
geom347
geom016
geom218
geom802
geom301
geom036
geom302
geom214
geom311
geom354
geom090
geom033
geom035
geom086
geom348
geom031
geom345
geom091
geom034
geom219
geom359
geom360
geom037
geom337
geom355
geom330
geom356
geom332
geom334
geom335
Classifying quadrilaterals
Classifying parallelograms
Sides of polygons having the same perimeter
Perimeter of a square or a rectangle
Perimeter of a polygon
Area of a square or a rectangle
Distinguishing between area and perimeter
Areas of rectangles with the same perimeter
Finding the side length of a rectangle given its perimeter or area
Perimeter of a piecewise rectangular figure
Area of a piecewise rectangular figure
Area of a parallelogram
Area of a trapezoid
Area involving rectangles and triangles
Introduction to circle: diameter, radius, and chord
Circumference of a circle
Finding the radius or the diameter of a circle given its circumference
Circumference and area of a circle
Perimeter involving rectangles and circles
Area between two concentric circles
Area involving rectangles and circles
Area involving inscribed figures
Volume of a cube or a rectangular prism
Volume of a solid made of unit cubes
Volume of a triangular prism
Volume of a pyramid
Volume of a cylinder
Volume of a cone
Vertices, edges, and faces of a solid
Surface area of a cube or a rectangular prism
Surface area of a solid made of unit cubes
Surface area of a triangular prism
Surface area of a cylinder
Nets of solids
Introduction to congruence
Introduction to similarity
Similar polygons
Indirect measurement
Introduction to translations
Translation of a polygon
Introduction to reflections
Reflection of a polygon over a vertical or horizontal line
Drawing lines of symmetry
Rotation of a figure about the origin
201
202
APPENDIX B. PROGRAMS IN ALEKS
geom357 Identifying transformations
Measurement and Graphs
mstat033 Measuring length to the nearest inch
mstat034 Measuring length to the nearest quarter or half inch
unit005 Customary unit conversion with whole number values
unit006 Customary unit conversion with whole number values, two-step conversion
unit007 Customary unit conversion with mixed number values
unit008 Customary unit conversion with mixed number values, two-step conversion
mstat035 Conversions involving measurements in feet and inches
mstat036 Adding customary units of length
unit001 Metric distance conversion with whole number values
unit002 Metric mass or capacity conversion with whole number values
unit003 Metric distance conversion with decimal values
unit004 Metric conversion with decimal values, two-step conversion
unit034 Conversion between metric and customary unit systems
time010 Telling time
unit012 Time unit conversion with whole number values
time008 Reading a calendar
time009 Introduction to adding time
time006 Adding time
time007 Subtracting time
arith063 Word problem with clocks
mstat004 Histograms for numerical data
mstat005 Bar graphs for non-numerical data
mstat037 Line plots
mstat024 Interpreting bar graphs
mstat044 Double bar graphs
mstat007 Interpreting line graphs
stat804 Interpreting circle graphs or pie charts
mstat003 Mode of a data set
mstat028 Mean and median of a data set
mstat031 Interpreting a stem-and-leaf plot
mstat027 Using back-to-back stem-and-leaf plots to compare data sets
mstat006 Box-and-whisker plots
mstat014 Random samples and prediction
mstat029 How changing a value affects the mean and median
stat803 Finding the value for a new score that will yield a given mean
mstat025 Finding if a question can be answered by the data
Proportions, Percents, and Probability
B.4. MATHEMATICS - LV6 / ESSENTIAL MATHEMATICS
arith663 Introduction to ratios
arith228 Basic word problem on rates
alge272 Solving a proportion: Basic
arith064 Simple word problem on proportions
arith610 Word problem on proportions: Problem type 1
arith674 Introduction to percent
arith226 Converting between percentages and decimals
arith090 Converting a percentage to a fraction
arith002 Converting a fraction to a percentage
arith030 Percentage of a whole number
arith069 Writing a ratio as a percentage
arith074 Word problem on percentage: Problem type 1
arith225 Word problem on percentage: Problem type 3
arith232 Simple interest
mstat040 Introduction to the counting principle
mstat015 Counting Principle
mstat008 Permutations
mstat009 Combinations
stat106 Outcomes and event probability
mstat026 Introduction to probability of an event
mstat039 Understanding likelihood
mstat010 Probability of an event
mstat012 Probability of independent events
mstat013 Probability of dependent events
mstat041 Tree diagrams
mstat042 Venn diagrams with two sets
mstat043 Venn diagrams with three sets
Algebra
mstat038 Reading the temperature from a thermometer
alge286 Plotting integers on a number line
arith605 Plotting rational numbers on a number line
arith071 Absolute value of a number
arith200 Integer addition: Problem type 1
arith108 Integer addition: Problem type 2
arith107 Integer subtraction
arith231 Integer multiplication and division
arith106 Signed fractions addition
arith105 Signed fractions multiplication
arith234 Signed decimal addition
alge001 Integers and rational numbers
alge606 Distributive property, simple
203
204
APPENDIX B. PROGRAMS IN ALEKS
alge607 Combining like terms, basic
alge284 Evaluating a simple algebraic expression: Problem type 1
alge683 Evaluating a simple algebraic expression: Problem type 2
alge285 Evaluating a simple algebraic expression: Problem type 3
alge602 Writing a mathematical expression
alge005 Evaluation of a linear expression in two variables
alge187 Properties of addition
alge188 Properties of real numbers
alge009 Additive property of equality: Problem type 1
alge800 Additive property of equality with decimals
alge801 Additive property of equality with fractions
alge010 Additive property of equality: Problem type 2
alge813 Solving simple equations with multiplication or division
alge008 Multiplicative property of equality: Problem type 1
alge802 Multiplicative property of equality with fractions
alge803 Using two steps to solve an equation
alge006 Solving a linear equation: Problem type 1
alge015 Writing an inequality
alge019 Solving a linear inequality: Problem type 1
alge017 Graphing a linear inequality on the number line
alge016 Translating sentences into mathematical equations
fun005 Finding a function rule: Problem type 1
alge281 Function tables with one-step rules
alge282 Function tables with two-step rules
alge283 Graphing whole number functions
alge278 Reading a point in quadrant 1
alge064 Reading a point in the coordinate plane
alge279 Plotting a point in quadrant 1
alge067 Plotting a point in the coordinate plane
alge066 Solutions to a linear equation in two variables: Problem type 1
alge280 Graphing a line in quadrant 1
alge194 Graphing a line given its equation in slope-intercept form
alge198 Graphing a vertical or horizontal line
alge263 Interpreting the graphs of two functions
arith233 Introduction to exponents
arith683 Powers of 10: Positive exponent
arith684 Powers of 10: Negative exponent
arith036 Scientific notation with positive exponent
arith037 Scientific notation with negative exponent
arith047 Evaluating expressions with exponents: Problem type 1
arith600 Exponents and order of operations
alge004 Evaluation of a polynomial in one variable
arith029 Ordering numbers with positive exponents
arith016 Square root of a perfect square
B.5. MIDDLE SCHOOL MATH 1
arith602 Estimating a square root
B.5
Middle School Math 1
Whole Numbers
arith066 Expanded form
arith028 Numeral translation: Problem type 1
arith060 Numeral translation: Problem type 2
arith630 Addition with carry to the hundreds place
arith012 Addition of large numbers
arith006 Subtraction with borrowing
arith637 Subtraction and regrouping with zeros
arith613 Word problem using addition or subtraction
arith004 Multiplication with carry
arith615 Introduction to multiplication of large numbers
arith014 Multiplication of large numbers
arith005 Division with carry
arith023 Word problem using division
arith614 Basic word problem using multiplication or division
arith077 Ordering large numbers
arith078 Rounding: Problem type 1
arith061 Rounding: Problem type 2
arith101 Estimating a sum
arith102 Estimating a difference
arith677 Estimating a product
arith678 Estimating a quotient
arith681 Introduction to order of operations
arith048 Order of operations: Problem type 1
arith051 Order of operations: Problem type 2
alge285 Evaluating a simple algebraic expression: Problem type 3
arith647 Divisibility rules for 2, 5, and 10
arith648 Divisibility rules for 3 and 9
arith056 Factors
arith034 Prime numbers
arith035 Prime number factorization
arith033 Greatest common factor
arith070 Least common multiple
arith240 Word problem with common multiples
Fractions and Proportions
205
206
APPENDIX B. PROGRAMS IN ALEKS
arith623 Introduction to fractions
arith665 Introduction to equivalent fractions
arith663 Introduction to ratios
arith212 Equivalent fractions
arith067 Reduced fraction
arith667 Plotting fractions on a number line
arith044 Ordering fractions with same denominator
arith091 Ordering fractions with same numerator
arith092 Ordering fractions
arith618 Addition or subtraction of fractions with the same denominator
arith230 Addition or subtraction of fractions with different denominators
arith100 Fractional part of a circle
arith088 The reciprocal of a number
arith079 Product of a unit fraction and a whole number
arith009 Unit fraction multiplication
arith086 Product of a fraction and a whole number
arith053 Fraction multiplication
arith095 Word problem with fractions
arith022 Fraction division
arith662 Introduction to mixed numbers and improper fractions
arith015 Writing an improper fraction as a mixed number
arith619 Writing a mixed number as an improper fraction
arith215 Addition or subtraction of mixed numbers with same denominator
arith084 Addition of mixed numbers with same denominator and carry
arith216 Subtraction of mixed numbers with same denominator and borrowing
arith085 Addition or subtraction of mixed numbers with different denominators
arith020 Mixed number multiplication: Problem type 1
arith076 Mixed number multiplication: Problem type 2
arith068 Mixed number division
arith228 Basic word problem on rates
alge218 Word problem on rates
alge272 Solving a proportion: Basic
arith064 Simple word problem on proportions
arith610 Word problem on proportions: Problem type 1
Decimals and Percents
arith220
arith221
arith608
arith609
arith087
arith222
Decimal place value
Rounding decimals
Ordering decimals
Ordering fractions and decimals
Converting a decimal to a fraction
Converting a fraction to a terminating decimal
B.5. MIDDLE SCHOOL MATH 1
arith089 Converting a fraction to a repeating decimal
arith223 Converting a mixed number to a decimal
arith624 Addition of aligned decimals
arith625 Subtraction of aligned decimals
arith626 Word problem with one decimal operation: Problem type 1
arith627 Word problem with one decimal operation: Problem type 2
arith082 Multiplication of a decimal by a power of ten
arith017 Multiplication of a decimal by a whole number
arith055 Decimal multiplication: Problem type 1
arith045 Word problem with powers of ten
arith628 Word problem with multiple decimal operations: Problem type 1
arith083 Division of a decimal by a power of ten
arith081 Division of a decimal by a whole number
arith019 Decimal division
arith629 Word problem with multiple decimal operations: Problem type 2
arith674 Introduction to percent
arith226 Converting between percentages and decimals
arith090 Converting a percentage to a fraction
arith002 Converting a fraction to a percentage
arith030 Percentage of a whole number
arith069 Writing a ratio as a percentage
arith074 Word problem on percentage: Problem type 1
arith031 Word problem on percentage: Problem type 2
arith225 Word problem on percentage: Problem type 3
arith232 Simple interest
stat801 Computations from circle graphs
stat804 Interpreting circle graphs or pie charts
mstat014 Random samples and prediction
Measurement, Graphs, and Probability
mstat034 Measuring length to the nearest quarter or half inch
unit005 Customary unit conversion with whole number values
unit006 Customary unit conversion with whole number values, two-step conversion
unit007 Customary unit conversion with mixed number values
unit008 Customary unit conversion with mixed number values, two-step conversion
mstat035 Conversions involving measurements in feet and inches
unit001 Metric distance conversion with whole number values
unit002 Metric mass or capacity conversion with whole number values
unit003 Metric distance conversion with decimal values
unit004 Metric conversion with decimal values, two-step conversion
unit034 Conversion between metric and customary unit systems
unit012 Time unit conversion with whole number values
207
208
APPENDIX B. PROGRAMS IN ALEKS
time006 Adding time
time007 Subtracting time
mstat004 Histograms for numerical data
mstat005 Bar graphs for non-numerical data
mstat024 Interpreting bar graphs
mstat044 Double bar graphs
mstat037 Line plots
mstat007 Interpreting line graphs
mstat003 Mode of a data set
mstat028 Mean and median of a data set
stat803 Finding the value for a new score that will yield a given mean
mstat029 How changing a value affects the mean and median
stat802 Rejecting unreasonable claims based on average statistics
mstat031 Interpreting a stem-and-leaf plot
mstat027 Using back-to-back stem-and-leaf plots to compare data sets
mstat006 Box-and-whisker plots
mstat025 Finding if a question can be answered by the data
mstat030 Sketching the line of best fit
mstat023 Scatterplots and correlation
mstat043 Venn diagrams with three sets
mstat041 Tree diagrams
mstat040 Introduction to the counting principle
mstat015 Counting Principle
mstat008 Permutations
mstat009 Combinations
stat106 Outcomes and event probability
mstat026 Introduction to probability of an event
mstat010 Probability of an event
mstat011 Area as probability
mstat012 Probability of independent events
mstat013 Probability of dependent events
Algebra
alge286 Plotting integers on a number line
arith071 Absolute value of a number
arith104 Operations with absolute value
arith200 Integer addition: Problem type 1
arith108 Integer addition: Problem type 2
arith107 Integer subtraction
arith231 Integer multiplication and division
arith234 Signed decimal addition
arith047 Evaluating expressions with exponents: Problem type 1
B.5. MIDDLE SCHOOL MATH 1
alge001 Integers and rational numbers
arith605 Plotting rational numbers on a number line
geom525 Computing distances on the number line
arith657 Introduction to the distributive property
alge606 Distributive property, simple
alge607 Combining like terms, basic
arith655 Introduction to properties of addition
arith656 Introduction to properties of multiplication
alge187 Properties of addition
alge005 Evaluation of a linear expression in two variables
alge602 Writing a mathematical expression
alge009 Additive property of equality: Problem type 1
alge800 Additive property of equality with decimals
alge801 Additive property of equality with fractions
alge010 Additive property of equality: Problem type 2
alge266 Additive property of equality: Problem type 3
alge813 Solving simple equations with multiplication or division
alge008 Multiplicative property of equality: Problem type 1
alge802 Multiplicative property of equality with fractions
alge803 Using two steps to solve an equation
alge006 Solving a linear equation: Problem type 1
alge016 Translating sentences into mathematical equations
alge014 Solving a word problem using a linear equation: Problem type 1
alge810 Introduction to algebraic symbol manipulation
alge015 Writing an inequality
alge019 Solving a linear inequality: Problem type 1
alge017 Graphing a linear inequality on the number line
fun005 Finding a function rule: Problem type 1
alge282 Function tables with two-step rules
fun001 Function tables
alge064 Reading a point in the coordinate plane
alge067 Plotting a point in the coordinate plane
fun002 Graphing integer functions
alge066 Solutions to a linear equation in two variables: Problem type 1
alge194 Graphing a line given its equation in slope-intercept form
alge198 Graphing a vertical or horizontal line
alge263 Interpreting the graphs of two functions
alge807 Finding the next terms of a simple sequence
arith233 Introduction to exponents
arith683 Powers of 10: Positive exponent
arith036 Scientific notation with positive exponent
arith016 Square root of a perfect square
arith602 Estimating a square root
209
210
APPENDIX B. PROGRAMS IN ALEKS
Geometry
geom349
geom358
geom151
geom152
geom303
geom039
geom304
geom305
geom159
geom158
geom154
geom150
geom157
geom306
geom307
geom801
geom001
geom908
geom044
geom310
geom532
geom078
geom300
geom339
geom019
geom350
geom351
geom217
geom340
geom022
geom023
geom344
geom347
geom016
geom218
geom802
geom301
geom036
geom302
geom214
geom838
geom354
Naming segments, rays, and lines
Introduction to parallel and perpendicular lines
Measuring an angle with the protractor
Drawing an angle with the protractor
Acute, obtuse, and right angles
Supplementary and complementary angles
Corresponding and alternate angles
Supplementary and vertical angles
Constructing congruent angles
Constructing an angle bisector
Constructing the perpendicular bisector of a line segment
Constructing a pair of perpendicular lines
Constructing a pair of parallel lines
Acute, obtuse, and right triangles
Scalene, isosceles, and equilateral triangles
Area of a triangle
Sum of the angle measures of a triangle
Solving a triangle: Problem type 1
Pythagorean Theorem
Classifying quadrilaterals
Classifying parallelograms
Sides of polygons having the same perimeter
Perimeter of a square or a rectangle
Perimeter of a polygon
Area of a square or a rectangle
Distinguishing between area and perimeter
Areas of rectangles with the same perimeter
Finding the side length of a rectangle given its perimeter or area
Area of a piecewise rectangular figure
Area of a parallelogram
Area of a trapezoid
Area involving rectangles and triangles
Introduction to circle: diameter, radius, and chord
Circumference of a circle
Finding the radius or the diameter of a circle given its circumference
Circumference and area of a circle
Perimeter involving rectangles and circles
Area between two concentric circles
Area involving rectangles and circles
Area involving inscribed figures
Circumference ratios
Volume of a solid made of unit cubes
B.6. MIDDLE SCHOOL MATH 2
geom311
geom505
geom090
geom035
geom092
geom348
geom031
geom345
geom091
geom034
geom219
geom359
geom360
geom037
geom357
geom330
geom332
geom334
geom335
B.6
Volume of a cube or a rectangular prism
Volume of a piecewise rectangular prism
Volume of a triangular prism
Volume of a cylinder
Rate of filling of a solid
Vertices, edges, and faces of a solid
Surface area of a cube or a rectangular prism
Surface area of a solid made of unit cubes
Surface area of a triangular prism
Surface area of a cylinder
Nets of solids
Introduction to congruence
Introduction to similarity
Similar polygons
Identifying transformations
Translation of a polygon
Reflection of a polygon over a vertical or horizontal line
Drawing lines of symmetry
Rotation of a figure about the origin
Middle School Math 2
Whole Numbers and Integers
arith066
arith028
arith060
arith630
arith012
arith006
arith637
arith613
arith004
arith615
arith014
arith005
arith023
arith614
arith077
arith078
arith061
arith101
Expanded form
Numeral translation: Problem type 1
Numeral translation: Problem type 2
Addition with carry to the hundreds place
Addition of large numbers
Subtraction with borrowing
Subtraction and regrouping with zeros
Word problem using addition or subtraction
Multiplication with carry
Introduction to multiplication of large numbers
Multiplication of large numbers
Division with carry
Word problem using division
Basic word problem using multiplication or division
Ordering large numbers
Rounding: Problem type 1
Rounding: Problem type 2
Estimating a sum
211
212
APPENDIX B. PROGRAMS IN ALEKS
arith102 Estimating a difference
arith677 Estimating a product
arith678 Estimating a quotient
arith681 Introduction to order of operations
arith048 Order of operations: Problem type 1
arith051 Order of operations: Problem type 2
arith647 Divisibility rules for 2, 5, and 10
arith648 Divisibility rules for 3 and 9
arith056 Factors
arith034 Prime numbers
arith035 Prime number factorization
arith033 Greatest common factor
arith070 Least common multiple
arith240 Word problem with common multiples
alge286 Plotting integers on a number line
arith200 Integer addition: Problem type 1
arith108 Integer addition: Problem type 2
arith107 Integer subtraction
arith231 Integer multiplication and division
arith071 Absolute value of a number
arith104 Operations with absolute value
Fractions and Proportions
arith623
arith665
arith663
arith212
arith067
arith667
arith044
arith091
arith092
arith618
arith230
arith100
arith088
arith079
arith009
arith086
arith053
arith095
arith022
Introduction to fractions
Introduction to equivalent fractions
Introduction to ratios
Equivalent fractions
Reduced fraction
Plotting fractions on a number line
Ordering fractions with same denominator
Ordering fractions with same numerator
Ordering fractions
Addition or subtraction of fractions with the same denominator
Addition or subtraction of fractions with different denominators
Fractional part of a circle
The reciprocal of a number
Product of a unit fraction and a whole number
Unit fraction multiplication
Product of a fraction and a whole number
Fraction multiplication
Word problem with fractions
Fraction division
B.6. MIDDLE SCHOOL MATH 2
arith662 Introduction to mixed numbers and improper fractions
arith015 Writing an improper fraction as a mixed number
arith619 Writing a mixed number as an improper fraction
arith215 Addition or subtraction of mixed numbers with same denominator
arith084 Addition of mixed numbers with same denominator and carry
arith216 Subtraction of mixed numbers with same denominator and borrowing
arith085 Addition or subtraction of mixed numbers with different denominators
arith020 Mixed number multiplication: Problem type 1
arith076 Mixed number multiplication: Problem type 2
arith068 Mixed number division
arith605 Plotting rational numbers on a number line
arith106 Signed fractions addition
arith105 Signed fractions multiplication
arith047 Evaluating expressions with exponents: Problem type 1
arith600 Exponents and order of operations
arith228 Basic word problem on rates
alge218 Word problem on rates
alge272 Solving a proportion: Basic
arith064 Simple word problem on proportions
arith610 Word problem on proportions: Problem type 1
Decimals and Percents
arith220 Decimal place value
arith221 Rounding decimals
arith608 Ordering decimals
arith609 Ordering fractions and decimals
geom525 Computing distances on the number line
arith087 Converting a decimal to a fraction
arith222 Converting a fraction to a terminating decimal
arith089 Converting a fraction to a repeating decimal
arith223 Converting a mixed number to a decimal
arith624 Addition of aligned decimals
arith625 Subtraction of aligned decimals
arith626 Word problem with one decimal operation: Problem type 1
arith627 Word problem with one decimal operation: Problem type 2
arith234 Signed decimal addition
arith082 Multiplication of a decimal by a power of ten
arith017 Multiplication of a decimal by a whole number
arith055 Decimal multiplication: Problem type 1
arith045 Word problem with powers of ten
arith628 Word problem with multiple decimal operations: Problem type 1
arith083 Division of a decimal by a power of ten
213
214
APPENDIX B. PROGRAMS IN ALEKS
arith081 Division of a decimal by a whole number
arith019 Decimal division
arith629 Word problem with multiple decimal operations: Problem type 2
arith674 Introduction to percent
arith226 Converting between percentages and decimals
arith090 Converting a percentage to a fraction
arith002 Converting a fraction to a percentage
arith030 Percentage of a whole number
arith069 Writing a ratio as a percentage
arith074 Word problem on percentage: Problem type 1
arith031 Word problem on percentage: Problem type 2
arith225 Word problem on percentage: Problem type 3
arith232 Simple interest
stat801 Computations from circle graphs
stat804 Interpreting circle graphs or pie charts
mstat014 Random samples and prediction
Measurement, Graphs, and Probability
mstat034 Measuring length to the nearest quarter or half inch
unit005 Customary unit conversion with whole number values
unit006 Customary unit conversion with whole number values, two-step conversion
unit007 Customary unit conversion with mixed number values
unit008 Customary unit conversion with mixed number values, two-step conversion
mstat035 Conversions involving measurements in feet and inches
unit001 Metric distance conversion with whole number values
unit002 Metric mass or capacity conversion with whole number values
unit003 Metric distance conversion with decimal values
unit004 Metric conversion with decimal values, two-step conversion
unit034 Conversion between metric and customary unit systems
unit012 Time unit conversion with whole number values
time006 Adding time
time007 Subtracting time
mstat004 Histograms for numerical data
mstat005 Bar graphs for non-numerical data
mstat024 Interpreting bar graphs
mstat044 Double bar graphs
mstat037 Line plots
mstat007 Interpreting line graphs
mstat003 Mode of a data set
mstat028 Mean and median of a data set
stat803 Finding the value for a new score that will yield a given mean
mstat029 How changing a value affects the mean and median
B.6. MIDDLE SCHOOL MATH 2
stat802 Rejecting unreasonable claims based on average statistics
mstat031 Interpreting a stem-and-leaf plot
mstat027 Using back-to-back stem-and-leaf plots to compare data sets
mstat006 Box-and-whisker plots
mstat025 Finding if a question can be answered by the data
mstat030 Sketching the line of best fit
mstat023 Scatterplots and correlation
mstat043 Venn diagrams with three sets
mstat041 Tree diagrams
mstat040 Introduction to the counting principle
mstat015 Counting Principle
mstat008 Permutations
mstat009 Combinations
stat106 Outcomes and event probability
mstat026 Introduction to probability of an event
mstat010 Probability of an event
mstat011 Area as probability
mstat012 Probability of independent events
mstat013 Probability of dependent events
stat112 Die rolling
Algebra
alge001 Integers and rational numbers
alge002 Integers, rational numbers, and irrational numbers
arith657 Introduction to the distributive property
alge606 Distributive property, simple
alge607 Combining like terms, basic
arith655 Introduction to properties of addition
arith656 Introduction to properties of multiplication
alge187 Properties of addition
alge188 Properties of real numbers
alge285 Evaluating a simple algebraic expression: Problem type 3
alge005 Evaluation of a linear expression in two variables
alge004 Evaluation of a polynomial in one variable
alge602 Writing a mathematical expression
alge009 Additive property of equality: Problem type 1
alge800 Additive property of equality with decimals
alge801 Additive property of equality with fractions
alge010 Additive property of equality: Problem type 2
alge266 Additive property of equality: Problem type 3
alge813 Solving simple equations with multiplication or division
alge008 Multiplicative property of equality: Problem type 1
215
216
APPENDIX B. PROGRAMS IN ALEKS
alge802 Multiplicative property of equality with fractions
alge012 Multiplicative property of equality: Problem type 2
alge803 Using two steps to solve an equation
alge006 Solving a linear equation: Problem type 1
alge208 Solving a linear equation: Problem type 2
alge017 Graphing a linear inequality on the number line
alge016 Translating sentences into mathematical equations
alge014 Solving a word problem using a linear equation: Problem type 1
alge173 Solving a word problem using a linear equation: Problem type 3
alge810 Introduction to algebraic symbol manipulation
alge015 Writing an inequality
alge019 Solving a linear inequality: Problem type 1
alge020 Solving a linear inequality: Problem type 2
alge021 Solving a linear inequality: Problem type 3
fun005 Finding a function rule: Problem type 1
alge282 Function tables with two-step rules
fun001 Function tables
fun006 Finding a function rule: Problem type 2
fun002 Graphing integer functions
alge807 Finding the next terms of a simple sequence
alge064 Reading a point in the coordinate plane
alge067 Plotting a point in the coordinate plane
alge066 Solutions to a linear equation in two variables: Problem type 1
alge216 Solutions to a linear equation in two variables: Problem type 2
alge194 Graphing a line given its equation in slope-intercept form
alge197 Graphing a line given the x- and y-intercepts
alge195 Graphing a line given its equation in standard form
alge198 Graphing a vertical or horizontal line
alge196 Graphing a line through a given point with a given slope
alge069 Y-intercept of a line
alge637 Determining the slope of a line given its graph
alge631 Finding the slope of a line given its equation
alge070 Writing an equation of a line given the slope and the y-intercept
alge263 Interpreting the graphs of two functions
alge252 Graphing a parabola: Problem type 1
arith233 Introduction to exponents
arith683 Powers of 10: Positive exponent
arith684 Powers of 10: Negative exponent
arith036 Scientific notation with positive exponent
arith037 Scientific notation with negative exponent
arith016 Square root of a perfect square
arith602 Estimating a square root
B.6. MIDDLE SCHOOL MATH 2
Geometry
geom349
geom358
geom151
geom152
geom303
geom039
geom304
geom305
geom159
geom158
geom154
geom150
geom157
geom306
geom307
geom520
geom801
geom001
geom908
geom309
geom044
geom310
geom532
geom078
geom300
geom339
geom019
geom350
geom351
geom217
geom340
geom022
geom023
geom344
geom347
geom016
geom218
geom802
geom301
geom036
geom302
geom214
Naming segments, rays, and lines
Introduction to parallel and perpendicular lines
Measuring an angle with the protractor
Drawing an angle with the protractor
Acute, obtuse, and right angles
Supplementary and complementary angles
Corresponding and alternate angles
Supplementary and vertical angles
Constructing congruent angles
Constructing an angle bisector
Constructing the perpendicular bisector of a line segment
Constructing a pair of perpendicular lines
Constructing a pair of parallel lines
Acute, obtuse, and right triangles
Scalene, isosceles, and equilateral triangles
Identifying and naming congruent triangles
Area of a triangle
Sum of the angle measures of a triangle
Solving a triangle: Problem type 1
Solving a triangle: Problem type 2
Pythagorean Theorem
Classifying quadrilaterals
Classifying parallelograms
Sides of polygons having the same perimeter
Perimeter of a square or a rectangle
Perimeter of a polygon
Area of a square or a rectangle
Distinguishing between area and perimeter
Areas of rectangles with the same perimeter
Finding the side length of a rectangle given its perimeter or area
Area of a piecewise rectangular figure
Area of a parallelogram
Area of a trapezoid
Area involving rectangles and triangles
Introduction to circle: diameter, radius, and chord
Circumference of a circle
Finding the radius or the diameter of a circle given its circumference
Circumference and area of a circle
Perimeter involving rectangles and circles
Area between two concentric circles
Area involving rectangles and circles
Area involving inscribed figures
217
218
APPENDIX B. PROGRAMS IN ALEKS
geom838
geom354
geom311
geom505
geom090
geom035
geom092
geom348
geom031
geom345
geom091
geom034
geom338
geom219
geom359
geom360
geom037
geom038
geom337
geom357
geom330
geom331
geom332
geom333
geom334
geom335
geom336
B.7
Circumference ratios
Volume of a solid made of unit cubes
Volume of a cube or a rectangular prism
Volume of a piecewise rectangular prism
Volume of a triangular prism
Volume of a cylinder
Rate of filling of a solid
Vertices, edges, and faces of a solid
Surface area of a cube or a rectangular prism
Surface area of a solid made of unit cubes
Surface area of a triangular prism
Surface area of a cylinder
Surface area involving prisms or cylinders
Nets of solids
Introduction to congruence
Introduction to similarity
Similar polygons
Similar right triangles
Indirect measurement
Identifying transformations
Translation of a polygon
Coordinates of translated points
Reflection of a polygon over a vertical or horizontal line
Coordinates of points reflected over an axis
Drawing lines of symmetry
Rotation of a figure about the origin
Dilation
Middle School Math 3 / Foundations of High School Math
Whole Numbers and Integers
arith066
arith028
arith060
arith630
arith012
arith006
arith637
arith613
arith004
arith615
Expanded form
Numeral translation: Problem type 1
Numeral translation: Problem type 2
Addition with carry to the hundreds place
Addition of large numbers
Subtraction with borrowing
Subtraction and regrouping with zeros
Word problem using addition or subtraction
Multiplication with carry
Introduction to multiplication of large numbers
B.7. MIDDLE SCHOOL MATH 3 / FOUNDATIONS OF HIGH SCHOOL MATH
arith014 Multiplication of large numbers
arith005 Division with carry
arith023 Word problem using division
arith614 Basic word problem using multiplication or division
arith077 Ordering large numbers
arith078 Rounding: Problem type 1
arith061 Rounding: Problem type 2
arith101 Estimating a sum
arith102 Estimating a difference
arith677 Estimating a product
arith678 Estimating a quotient
arith681 Introduction to order of operations
arith048 Order of operations: Problem type 1
arith051 Order of operations: Problem type 2
arith647 Divisibility rules for 2, 5, and 10
arith648 Divisibility rules for 3 and 9
arith056 Factors
arith034 Prime numbers
arith035 Prime number factorization
arith033 Greatest common factor
arith070 Least common multiple
arith240 Word problem with common multiples
alge286 Plotting integers on a number line
arith605 Plotting rational numbers on a number line
arith071 Absolute value of a number
arith104 Operations with absolute value
arith200 Integer addition: Problem type 1
arith108 Integer addition: Problem type 2
arith107 Integer subtraction
arith231 Integer multiplication and division
pcalc038 Addition and subtraction of matrices
Rational Numbers
arith623
arith663
arith665
arith212
arith067
arith667
arith044
arith091
arith092
Introduction to fractions
Introduction to ratios
Introduction to equivalent fractions
Equivalent fractions
Reduced fraction
Plotting fractions on a number line
Ordering fractions with same denominator
Ordering fractions with same numerator
Ordering fractions
219
220
APPENDIX B. PROGRAMS IN ALEKS
arith220
arith221
arith608
arith609
arith618
arith230
arith100
arith088
arith079
arith009
arith086
arith053
arith095
arith022
arith662
arith015
arith619
arith215
arith084
arith216
arith085
arith020
arith076
arith068
arith087
arith222
arith089
arith223
arith624
arith625
arith626
arith627
arith082
arith017
arith055
arith045
arith628
arith083
arith081
arith019
arith629
arith106
arith105
arith234
Decimal place value
Rounding decimals
Ordering decimals
Ordering fractions and decimals
Addition or subtraction of fractions with the same denominator
Addition or subtraction of fractions with different denominators
Fractional part of a circle
The reciprocal of a number
Product of a unit fraction and a whole number
Unit fraction multiplication
Product of a fraction and a whole number
Fraction multiplication
Word problem with fractions
Fraction division
Introduction to mixed numbers and improper fractions
Writing an improper fraction as a mixed number
Writing a mixed number as an improper fraction
Addition or subtraction of mixed numbers with same denominator
Addition of mixed numbers with same denominator and carry
Subtraction of mixed numbers with same denominator and borrowing
Addition or subtraction of mixed numbers with different denominators
Mixed number multiplication: Problem type 1
Mixed number multiplication: Problem type 2
Mixed number division
Converting a decimal to a fraction
Converting a fraction to a terminating decimal
Converting a fraction to a repeating decimal
Converting a mixed number to a decimal
Addition of aligned decimals
Subtraction of aligned decimals
Word problem with one decimal operation: Problem type 1
Word problem with one decimal operation: Problem type 2
Multiplication of a decimal by a power of ten
Multiplication of a decimal by a whole number
Decimal multiplication: Problem type 1
Word problem with powers of ten
Word problem with multiple decimal operations: Problem type 1
Division of a decimal by a power of ten
Division of a decimal by a whole number
Decimal division
Word problem with multiple decimal operations: Problem type 2
Signed fractions addition
Signed fractions multiplication
Signed decimal addition
B.7. MIDDLE SCHOOL MATH 3 / FOUNDATIONS OF HIGH SCHOOL MATH
geom525 Computing distances on the number line
Measurement, Proportion, Percents, and Probability
mstat034 Measuring length to the nearest quarter or half inch
unit005 Customary unit conversion with whole number values
unit006 Customary unit conversion with whole number values, two-step conversion
unit007 Customary unit conversion with mixed number values
unit008 Customary unit conversion with mixed number values, two-step conversion
mstat035 Conversions involving measurements in feet and inches
unit009 Customary area unit conversion with whole number values
unit001 Metric distance conversion with whole number values
unit002 Metric mass or capacity conversion with whole number values
unit003 Metric distance conversion with decimal values
unit004 Metric conversion with decimal values, two-step conversion
unit010 Metric area unit conversion with decimal number values
unit034 Conversion between metric and customary unit systems
unit035 Conversion between compound units, basic problem
unit036 Conversion between compound units, advanced problem
unit012 Time unit conversion with whole number values
time006 Adding time
time007 Subtracting time
arith228 Basic word problem on rates
alge218 Word problem on rates
alge272 Solving a proportion: Basic
arith064 Simple word problem on proportions
arith610 Word problem on proportions: Problem type 1
arith674 Introduction to percent
arith226 Converting between percentages and decimals
arith090 Converting a percentage to a fraction
arith002 Converting a fraction to a percentage
arith030 Percentage of a whole number
arith069 Writing a ratio as a percentage
arith074 Word problem on percentage: Problem type 1
arith031 Word problem on percentage: Problem type 2
arith225 Word problem on percentage: Problem type 3
arith232 Simple interest
stat805 Making reasonable inferences based on proportion statistics
stat801 Computations from circle graphs
stat804 Interpreting circle graphs or pie charts
mstat014 Random samples and prediction
mstat041 Tree diagrams
mstat040 Introduction to the counting principle
221
222
APPENDIX B. PROGRAMS IN ALEKS
mstat015 Counting Principle
mstat008 Permutations
mstat009 Combinations
stat106 Outcomes and event probability
mstat026 Introduction to probability of an event
mstat010 Probability of an event
mstat011 Area as probability
mstat012 Probability of independent events
mstat013 Probability of dependent events
stat112 Die rolling
Variable Expressions and Equations
alge001 Integers and rational numbers
alge002 Integers, rational numbers, and irrational numbers
arith655 Introduction to properties of addition
arith656 Introduction to properties of multiplication
arith657 Introduction to the distributive property
alge606 Distributive property, simple
alge604 Distributive Property, advanced
alge607 Combining like terms, basic
alge663 Combining like terms, advanced
alge187 Properties of addition
alge188 Properties of real numbers
alge285 Evaluating a simple algebraic expression: Problem type 3
alge005 Evaluation of a linear expression in two variables
alge602 Writing a mathematical expression
alge009 Additive property of equality: Problem type 1
alge800 Additive property of equality with decimals
alge801 Additive property of equality with fractions
alge010 Additive property of equality: Problem type 2
alge266 Additive property of equality: Problem type 3
alge813 Solving simple equations with multiplication or division
alge008 Multiplicative property of equality: Problem type 1
alge802 Multiplicative property of equality with fractions
alge012 Multiplicative property of equality: Problem type 2
alge803 Using two steps to solve an equation
alge006 Solving a linear equation: Problem type 1
alge208 Solving a linear equation: Problem type 2
alge011 Solving a linear equation with several occurrences of the variable: Problem type
1
alge013 Solving a linear equation with several occurrences of the variable: Problem type
3
B.7. MIDDLE SCHOOL MATH 3 / FOUNDATIONS OF HIGH SCHOOL MATH
alge016 Translating sentences into mathematical equations
alge271 Solving a proportion: Advanced
alge014 Solving a word problem using a linear equation: Problem type 1
alge173 Solving a word problem using a linear equation: Problem type 3
alge704 Solving a word problem using a linear equation: Problem type 4
alge810 Introduction to algebraic symbol manipulation
alge160 Algebraic symbol manipulation
alge015 Writing an inequality
alge019 Solving a linear inequality: Problem type 1
alge020 Solving a linear inequality: Problem type 2
alge021 Solving a linear inequality: Problem type 3
alge017 Graphing a linear inequality on the number line
alge166 Graphing a compound linear inequality on the number line
arith233 Introduction to exponents
arith683 Powers of 10: Positive exponent
arith684 Powers of 10: Negative exponent
arith036 Scientific notation with positive exponent
arith037 Scientific notation with negative exponent
scinot002 Multiplying and dividing numbers written in scientific notation
arith047 Evaluating expressions with exponents: Problem type 1
arith049 Evaluating expressions with exponents: Problem type 2
arith600 Exponents and order of operations
arith042 Writing a positive number without a negative exponent
arith043 Writing a negative number without a negative exponent
arith016 Square root of a perfect square
arith602 Estimating a square root
alge024 Product rule of exponents
arith029 Ordering numbers with positive exponents
alge030 Multiplying monomials
alge027 Power rule: Positive exponents
alge025 Power rule: Negative exponents
alge004 Evaluation of a polynomial in one variable
alge029 Simplifying a polynomial expression
alge033 Multiplying two binomials
alge705 Factoring a quadratic with leading coefficient 1
Functions and Graphs
mstat004
mstat005
mstat024
mstat044
mstat037
Histograms for numerical data
Bar graphs for non-numerical data
Interpreting bar graphs
Double bar graphs
Line plots
223
224
APPENDIX B. PROGRAMS IN ALEKS
mstat007 Interpreting line graphs
mstat003 Mode of a data set
mstat028 Mean and median of a data set
stat803 Finding the value for a new score that will yield a given mean
mstat029 How changing a value affects the mean and median
stat802 Rejecting unreasonable claims based on average statistics
mstat031 Interpreting a stem-and-leaf plot
mstat027 Using back-to-back stem-and-leaf plots to compare data sets
mstat006 Box-and-whisker plots
mstat025 Finding if a question can be answered by the data
mstat030 Sketching the line of best fit
mstat023 Scatterplots and correlation
mstat043 Venn diagrams with three sets
fun005 Finding a function rule: Problem type 1
alge282 Function tables with two-step rules
fun001 Function tables
fun006 Finding a function rule: Problem type 2
alge064 Reading a point in the coordinate plane
alge067 Plotting a point in the coordinate plane
fun002 Graphing integer functions
alge807 Finding the next terms of a simple sequence
pcalc085 Arithmetic sequence
alge066 Solutions to a linear equation in two variables: Problem type 1
alge216 Solutions to a linear equation in two variables: Problem type 2
alge194 Graphing a line given its equation in slope-intercept form
alge195 Graphing a line given its equation in standard form
alge197 Graphing a line given the x- and y-intercepts
alge196 Graphing a line through a given point with a given slope
alge198 Graphing a vertical or horizontal line
alge637 Determining the slope of a line given its graph
alge631 Finding the slope of a line given its equation
alge069 Y-intercept of a line
alge210 X- and y-intercepts of a line given the equation in standard form
alge070 Writing an equation of a line given the slope and the y-intercept
alge071 Writing the equation of a line given the slope and a point on the line
alge072 Writing the equation of the line through two given points
alge701 Writing equations and drawing graphs to fit a narrative
alge263 Interpreting the graphs of two functions
alge018 Graphing a linear inequality in the plane: Problem type 1
alge132 Distance between two points in the plane
alge168 Graphing an equation involving absolute value in the plane
alge252 Graphing a parabola: Problem type 1
B.7. MIDDLE SCHOOL MATH 3 / FOUNDATIONS OF HIGH SCHOOL MATH
Geometry
geom349
geom358
geom151
geom152
geom303
geom039
geom304
geom305
geom530
geom531
geom159
geom158
geom154
geom150
geom157
geom306
geom307
geom520
geom801
geom001
geom502
geom908
geom309
geom044
pcalc600
pcalc601
geom310
geom532
geom078
geom300
geom339
geom019
geom350
geom351
geom217
geom340
geom022
geom023
geom142
geom344
geom143
geom522
Naming segments, rays, and lines
Introduction to parallel and perpendicular lines
Measuring an angle with the protractor
Drawing an angle with the protractor
Acute, obtuse, and right angles
Supplementary and complementary angles
Corresponding and alternate angles
Supplementary and vertical angles
Solving equations involving vertical angles
Solving equations involving angles and parallel lines
Constructing congruent angles
Constructing an angle bisector
Constructing the perpendicular bisector of a line segment
Constructing a pair of perpendicular lines
Constructing a pair of parallel lines
Acute, obtuse, and right triangles
Scalene, isosceles, and equilateral triangles
Identifying and naming congruent triangles
Area of a triangle
Sum of the angle measures of a triangle
Solving triangles: Basic
Solving a triangle: Problem type 1
Solving a triangle: Problem type 2
Pythagorean Theorem
Sine, cosine, and tangent ratios
Using a trigonometric ratio to find a side length in a right triangle
Classifying quadrilaterals
Classifying parallelograms
Sides of polygons having the same perimeter
Perimeter of a square or a rectangle
Perimeter of a polygon
Area of a square or a rectangle
Distinguishing between area and perimeter
Areas of rectangles with the same perimeter
Finding the side length of a rectangle given its perimeter or area
Area of a piecewise rectangular figure
Area of a parallelogram
Area of a trapezoid
Area between two rectangles
Area involving rectangles and triangles
Area and perimeter of a rectangle
Interior angles of convex polygons
225
226
APPENDIX B. PROGRAMS IN ALEKS
geom347
geom016
geom218
geom802
geom301
geom036
geom302
geom214
geom133
geom838
geom354
geom311
geom505
geom090
geom033
geom035
geom086
geom092
geom348
geom031
geom345
geom091
geom034
geom338
geom219
geom508
geom359
geom360
geom037
geom038
geom337
geom357
geom330
geom331
geom332
geom333
geom334
geom335
geom336
Introduction to circle: diameter, radius, and chord
Circumference of a circle
Finding the radius or the diameter of a circle given its circumference
Circumference and area of a circle
Perimeter involving rectangles and circles
Area between two concentric circles
Area involving rectangles and circles
Area involving inscribed figures
Ratio of volumes
Circumference ratios
Volume of a solid made of unit cubes
Volume of a cube or a rectangular prism
Volume of a piecewise rectangular prism
Volume of a triangular prism
Volume of a pyramid
Volume of a cylinder
Volume of a cone
Rate of filling of a solid
Vertices, edges, and faces of a solid
Surface area of a cube or a rectangular prism
Surface area of a solid made of unit cubes
Surface area of a triangular prism
Surface area of a cylinder
Surface area involving prisms or cylinders
Nets of solids
Length, area, and volume ratios of similar figures
Introduction to congruence
Introduction to similarity
Similar polygons
Similar right triangles
Indirect measurement
Identifying transformations
Translation of a polygon
Coordinates of translated points
Reflection of a polygon over a vertical or horizontal line
Coordinates of points reflected over an axis
Drawing lines of symmetry
Rotation of a figure about the origin
Dilation
B.8. MIDDLE SCHOOL GEOMETRY
B.8
Middle School Geometry
Angles and triangles
geom303
geom039
geom304
geom305
geom306
geom307
geom021
geom020
geom001
geom308
geom309
geom044
geom068
Acute, obtuse, and right angles
Supplementary and complementary angles
Corresponding and alternate angles
Supplementary and vertical angles
Acute, obtuse, and right triangles
Scalene, isosceles, and equilateral triangles
Area of a triangle
Area of an obtuse triangle
Sum of the angle measures of a triangle
Solving a triangle: Problem type 1
Solving a triangle: Problem type 2
Pythagorean Theorem
Computing an area using the Pythagorean Theorem
Polygons and quadrilaterals
geom310
geom300
geom339
geom078
geom143
geom019
geom340
geom022
geom023
geom142
Classifying quadrilaterals
Perimeter of a square or a rectangle
Perimeter of a polygon
Sides of polygons having the same perimeter
Area and perimeter of a rectangle
Area of a square or a rectangle
Area of a piecewise rectangular figure
Area of a parallelogram
Area of a trapezoid
Area between two rectangles
Circles
geom016
geom301
geom138
geom026
geom126
geom036
geom302
Circumference of a circle
Perimeter involving rectangles and circles
Circumference ratios
Area of a circle
Area of a sector of a circle
Area between two concentric circles
Area involving rectangles and circles
227
228
APPENDIX B. PROGRAMS IN ALEKS
Volumes and surface areas
geom311
geom090
geom033
geom035
geom086
geom092
geom133
geom031
geom091
geom034
geom338
Volume of a cube or a rectangular prism
Volume of a triangular prism
Volume of a pyramid
Volume of a cylinder
Volume of a cone
Rate of filling of a solid
Ratio of volumes
Surface area of a cube or a rectangular prism
Surface area of a triangular prism
Surface area of a cylinder
Surface area involving prisms or cylinders
Constructions
geom151
geom152
geom159
geom158
geom154
geom150
geom157
Measuring an angle with the protractor
Drawing an angle with the protractor
Constructing congruent angles
Constructing an angle bisector
Constructing the perpendicular bisector of a line segment
Constructing a pair of perpendicular lines
Constructing a pair of parallel lines
Similitudes and transformations
geom037
geom038
geom337
geom330
geom331
geom332
geom333
geom334
geom335
geom336
B.9
Similar polygons
Similar right triangles
Indirect measurement
Translation of a polygon
Coordinates of translated points
Reflection of a polygon over a vertical or horizontal line
Coordinates of points reflected over an axis
Drawing lines of symmetry
Rotation of a figure about the origin
Dilation
Pre-Algebra
Whole Numbers and Integers
B.9. PRE-ALGEBRA
arith630 Addition with carry to the hundreds place
arith012 Addition of large numbers
arith006 Subtraction with borrowing
arith637 Subtraction and regrouping with zeros
arith613 Word problem using addition or subtraction
arith004 Multiplication with carry
arith615 Introduction to multiplication of large numbers
arith014 Multiplication of large numbers
arith005 Division with carry
arith023 Word problem using division
arith614 Basic word problem using multiplication or division
arith066 Expanded form
arith028 Numeral translation: Problem type 1
arith060 Numeral translation: Problem type 2
arith077 Ordering large numbers
arith078 Rounding: Problem type 1
arith061 Rounding: Problem type 2
arith101 Estimating a sum
arith102 Estimating a difference
arith677 Estimating a product
arith678 Estimating a quotient
arith103 Average of two numbers
arith681 Introduction to order of operations
arith048 Order of operations: Problem type 1
arith051 Order of operations: Problem type 2
arith056 Factors
arith034 Prime numbers
arith035 Prime number factorization
arith033 Greatest common factor
arith070 Least common multiple
arith240 Word problem with common multiples
arith647 Divisibility rules for 2, 5, and 10
arith648 Divisibility rules for 3 and 9
unit005 Customary unit conversion with whole number values
unit006 Customary unit conversion with whole number values, two-step conversion
unit009 Customary area unit conversion with whole number values
unit001 Metric distance conversion with whole number values
unit002 Metric mass or capacity conversion with whole number values
unit012 Time unit conversion with whole number values
alge286 Plotting integers on a number line
arith605 Plotting rational numbers on a number line
arith071 Absolute value of a number
arith104 Operations with absolute value
arith200 Integer addition: Problem type 1
229
230
APPENDIX B. PROGRAMS IN ALEKS
arith108 Integer addition: Problem type 2
arith107 Integer subtraction
arith231 Integer multiplication and division
Rational Numbers
arith623
arith663
arith665
arith212
arith067
arith667
arith044
arith091
arith092
arith618
arith230
arith100
arith088
arith079
arith009
arith086
arith053
arith095
arith022
arith106
arith105
arith662
arith015
arith619
arith215
arith084
arith216
arith085
arith020
arith076
arith068
arith220
arith221
arith608
arith609
arith624
arith625
Introduction to fractions
Introduction to ratios
Introduction to equivalent fractions
Equivalent fractions
Reduced fraction
Plotting fractions on a number line
Ordering fractions with same denominator
Ordering fractions with same numerator
Ordering fractions
Addition or subtraction of fractions with the same denominator
Addition or subtraction of fractions with different denominators
Fractional part of a circle
The reciprocal of a number
Product of a unit fraction and a whole number
Unit fraction multiplication
Product of a fraction and a whole number
Fraction multiplication
Word problem with fractions
Fraction division
Signed fractions addition
Signed fractions multiplication
Introduction to mixed numbers and improper fractions
Writing an improper fraction as a mixed number
Writing a mixed number as an improper fraction
Addition or subtraction of mixed numbers with same denominator
Addition of mixed numbers with same denominator and carry
Subtraction of mixed numbers with same denominator and borrowing
Addition or subtraction of mixed numbers with different denominators
Mixed number multiplication: Problem type 1
Mixed number multiplication: Problem type 2
Mixed number division
Decimal place value
Rounding decimals
Ordering decimals
Ordering fractions and decimals
Addition of aligned decimals
Subtraction of aligned decimals
B.9. PRE-ALGEBRA
arith626 Word problem with one decimal operation: Problem type 1
arith627 Word problem with one decimal operation: Problem type 2
arith234 Signed decimal addition
arith082 Multiplication of a decimal by a power of ten
arith017 Multiplication of a decimal by a whole number
arith055 Decimal multiplication: Problem type 1
arith045 Word problem with powers of ten
arith628 Word problem with multiple decimal operations: Problem type 1
arith083 Division of a decimal by a power of ten
arith081 Division of a decimal by a whole number
arith019 Decimal division
arith629 Word problem with multiple decimal operations: Problem type 2
arith087 Converting a decimal to a fraction
arith222 Converting a fraction to a terminating decimal
arith089 Converting a fraction to a repeating decimal
arith223 Converting a mixed number to a decimal
unit007 Customary unit conversion with mixed number values
unit008 Customary unit conversion with mixed number values, two-step conversion
unit003 Metric distance conversion with decimal values
unit004 Metric conversion with decimal values, two-step conversion
unit010 Metric area unit conversion with decimal number values
Proportion, Percent, Data and Probability
arith228 Basic word problem on rates
alge218 Word problem on rates
alge272 Solving a proportion: Basic
alge271 Solving a proportion: Advanced
arith064 Simple word problem on proportions
arith610 Word problem on proportions: Problem type 1
arith611 Word problem on proportions: Problem type 2
alge220 Word problem on inverse proportions
unit034 Conversion between metric and customary unit systems
unit035 Conversion between compound units, basic problem
unit036 Conversion between compound units, advanced problem
arith674 Introduction to percent
arith226 Converting between percentages and decimals
arith090 Converting a percentage to a fraction
arith002 Converting a fraction to a percentage
arith030 Percentage of a whole number
arith069 Writing a ratio as a percentage
arith074 Word problem on percentage: Problem type 1
arith031 Word problem on percentage: Problem type 2
231
232
APPENDIX B. PROGRAMS IN ALEKS
arith225 Word problem on percentage: Problem type 3
arith232 Simple interest
mstat014 Random samples and prediction
mstat037 Line plots
mstat004 Histograms for numerical data
mstat005 Bar graphs for non-numerical data
mstat024 Interpreting bar graphs
mstat044 Double bar graphs
mstat007 Interpreting line graphs
stat804 Interpreting circle graphs or pie charts
mstat003 Mode of a data set
mstat028 Mean and median of a data set
stat803 Finding the value for a new score that will yield a given mean
mstat029 How changing a value affects the mean and median
stat802 Rejecting unreasonable claims based on average statistics
mstat031 Interpreting a stem-and-leaf plot
mstat027 Using back-to-back stem-and-leaf plots to compare data sets
mstat006 Box-and-whisker plots
mstat023 Scatterplots and correlation
mstat030 Sketching the line of best fit
mstat043 Venn diagrams with three sets
mstat041 Tree diagrams
mstat040 Introduction to the counting principle
mstat015 Counting Principle
mstat008 Permutations
mstat009 Combinations
stat106 Outcomes and event probability
mstat026 Introduction to probability of an event
mstat010 Probability of an event
mstat012 Probability of independent events
mstat013 Probability of dependent events
stat112 Die rolling
Variable Expressions and Equations
arith655 Introduction to properties of addition
arith656 Introduction to properties of multiplication
arith657 Introduction to the distributive property
alge606 Distributive property, simple
alge604 Distributive Property, advanced
alge607 Combining like terms, basic
alge663 Combining like terms, advanced
alge001 Integers and rational numbers
B.9. PRE-ALGEBRA
alge002 Integers, rational numbers, and irrational numbers
alge285 Evaluating a simple algebraic expression: Problem type 3
alge005 Evaluation of a linear expression in two variables
alge004 Evaluation of a polynomial in one variable
alge602 Writing a mathematical expression
alge009 Additive property of equality: Problem type 1
alge800 Additive property of equality with decimals
alge801 Additive property of equality with fractions
alge010 Additive property of equality: Problem type 2
alge266 Additive property of equality: Problem type 3
alge008 Multiplicative property of equality: Problem type 1
alge802 Multiplicative property of equality with fractions
alge012 Multiplicative property of equality: Problem type 2
alge006 Solving a linear equation: Problem type 1
alge208 Solving a linear equation: Problem type 2
alge200 Solving a linear equation: Problem type 3
alge011 Solving a linear equation with several occurrences of the variable: Problem type
1
alge061 Solving a linear equation with several occurrences of the variable: Problem type
2
alge013 Solving a linear equation with several occurrences of the variable: Problem type
3
alge209 Solving a linear equation with several occurrences of the variable: Problem type
4
alge016 Translating sentences into mathematical equations
alge014 Solving a word problem using a linear equation: Problem type 1
alge219 Solving a word problem using a linear equation: Problem type 2
alge173 Solving a word problem using a linear equation: Problem type 3
alge704 Solving a word problem using a linear equation: Problem type 4
alge810 Introduction to algebraic symbol manipulation
alge160 Algebraic symbol manipulation
alge015 Writing an inequality
alge186 Writing a compound inequality
alge019 Solving a linear inequality: Problem type 1
alge020 Solving a linear inequality: Problem type 2
alge021 Solving a linear inequality: Problem type 3
alge207 Solving a linear inequality: Problem type 4
alge017 Graphing a linear inequality on the number line
alge166 Graphing a compound linear inequality on the number line
Functions and Graphs
alge282 Function tables with two-step rules
233
234
APPENDIX B. PROGRAMS IN ALEKS
fun001 Function tables
fun005 Finding a function rule: Problem type 1
fun006 Finding a function rule: Problem type 2
alge064 Reading a point in the coordinate plane
alge067 Plotting a point in the coordinate plane
fun002 Graphing integer functions
fun010 Vertical line test
alge263 Interpreting the graphs of two functions
alge807 Finding the next terms of a simple sequence
pcalc085 Arithmetic sequence
pcalc086 Geometric sequence
alge197 Graphing a line given the x- and y-intercepts
alge194 Graphing a line given its equation in slope-intercept form
alge195 Graphing a line given its equation in standard form
alge196 Graphing a line through a given point with a given slope
alge198 Graphing a vertical or horizontal line
alge191 Midpoint of a line segment in the plane
alge066 Solutions to a linear equation in two variables: Problem type 1
alge216 Solutions to a linear equation in two variables: Problem type 2
alge210 X- and y-intercepts of a line given the equation in standard form
alge637 Determining the slope of a line given its graph
alge631 Finding the slope of a line given its equation
alge070 Writing an equation of a line given the slope and the y-intercept
alge071 Writing the equation of a line given the slope and a point on the line
alge072 Writing the equation of the line through two given points
alge701 Writing equations and drawing graphs to fit a narrative
alge018 Graphing a linear inequality in the plane: Problem type 1
alge225 Graphing a linear inequality in the plane: Problem type 2
alge252 Graphing a parabola: Problem type 1
alge262 Graphing a simple cubic function
alge132 Distance between two points in the plane
Exponents and Polynomials
arith233
arith047
arith049
arith600
arith042
arith043
arith029
arith024
arith036
Introduction to exponents
Evaluating expressions with exponents: Problem type 1
Evaluating expressions with exponents: Problem type 2
Exponents and order of operations
Writing a positive number without a negative exponent
Writing a negative number without a negative exponent
Ordering numbers with positive exponents
Ordering numbers with negative exponents
Scientific notation with positive exponent
B.9. PRE-ALGEBRA
arith037 Scientific notation with negative exponent
scinot002 Multiplying and dividing numbers written in scientific notation
alge024 Product rule of exponents
alge027 Power rule: Positive exponents
alge025 Power rule: Negative exponents
arith016 Square root of a perfect square
arith601 Square root of a rational perfect square
arith602 Estimating a square root
arith093 Square root simplification
alge264 Square root of a perfect square monomial
alge080 Simplifying a radical expression: Problem type 1
arith094 Cube root of an integer
alge029 Simplifying a polynomial expression
alge030 Multiplying monomials
alge033 Multiplying two binomials
alge032 Squaring a binomial
alge180 Multiplying polynomials
alge037 Greatest common factor of two monomials
alge055 Least common multiple of two monomials
alge031 Degree of a multivariate polynomial
Geometry
geom349
geom151
geom152
geom303
geom039
geom304
geom305
geom530
geom531
geom159
geom158
geom154
geom150
geom157
geom306
geom307
geom801
geom001
geom908
geom044
Naming segments, rays, and lines
Measuring an angle with the protractor
Drawing an angle with the protractor
Acute, obtuse, and right angles
Supplementary and complementary angles
Corresponding and alternate angles
Supplementary and vertical angles
Solving equations involving vertical angles
Solving equations involving angles and parallel lines
Constructing congruent angles
Constructing an angle bisector
Constructing the perpendicular bisector of a line segment
Constructing a pair of perpendicular lines
Constructing a pair of parallel lines
Acute, obtuse, and right triangles
Scalene, isosceles, and equilateral triangles
Area of a triangle
Sum of the angle measures of a triangle
Solving a triangle: Problem type 1
Pythagorean Theorem
235
236
APPENDIX B. PROGRAMS IN ALEKS
pcalc600
pcalc601
pcalc602
geom310
geom300
geom339
geom078
geom217
geom350
geom351
geom353
geom019
geom340
geom022
geom023
geom142
geom344
geom143
geom347
geom016
geom802
geom218
geom838
geom301
geom036
geom302
geom214
geom311
geom505
geom090
geom033
geom035
geom092
geom086
geom841
geom348
geom219
geom345
geom031
geom091
geom034
geom338
geom842
geom037
Sine, cosine, and tangent ratios
Using a trigonometric ratio to find a side length in a right triangle
Using a trigonometric ratio to find an angle measure in a right triangle
Classifying quadrilaterals
Perimeter of a square or a rectangle
Perimeter of a polygon
Sides of polygons having the same perimeter
Finding the side length of a rectangle given its perimeter or area
Distinguishing between area and perimeter
Areas of rectangles with the same perimeter
Perimeter of a piecewise rectangular figure
Area of a square or a rectangle
Area of a piecewise rectangular figure
Area of a parallelogram
Area of a trapezoid
Area between two rectangles
Area involving rectangles and triangles
Area and perimeter of a rectangle
Introduction to circle: diameter, radius, and chord
Circumference of a circle
Circumference and area of a circle
Finding the radius or the diameter of a circle given its circumference
Circumference ratios
Perimeter involving rectangles and circles
Area between two concentric circles
Area involving rectangles and circles
Area involving inscribed figures
Volume of a cube or a rectangular prism
Volume of a piecewise rectangular prism
Volume of a triangular prism
Volume of a pyramid
Volume of a cylinder
Rate of filling of a solid
Volume of a cone
Volume of a sphere
Vertices, edges, and faces of a solid
Nets of solids
Surface area of a solid made of unit cubes
Surface area of a cube or a rectangular prism
Surface area of a triangular prism
Surface area of a cylinder
Surface area involving prisms or cylinders
Surface area of a sphere
Similar polygons
B.10. ALGEBRA 1
geom038
geom337
geom330
geom331
geom332
geom333
geom334
geom335
geom336
B.10
Similar right triangles
Indirect measurement
Translation of a polygon
Coordinates of translated points
Reflection of a polygon over a vertical or horizontal line
Coordinates of points reflected over an axis
Drawing lines of symmetry
Rotation of a figure about the origin
Dilation
Algebra 1
Arithmetic readiness
arith101 Estimating a sum
arith048 Order of operations: Problem type 1
arith051 Order of operations: Problem type 2
arith056 Factors
arith034 Prime numbers
arith035 Prime number factorization
arith033 Greatest common factor
arith070 Least common multiple
arith064 Simple word problem on proportions
unit005 Customary unit conversion with whole number values
unit001 Metric distance conversion with whole number values
unit002 Metric mass or capacity conversion with whole number values
arith212 Equivalent fractions
arith067 Reduced fraction
arith092 Ordering fractions
arith618 Addition or subtraction of fractions with the same denominator
arith230 Addition or subtraction of fractions with different denominators
arith088 The reciprocal of a number
arith086 Product of a fraction and a whole number
arith053 Fraction multiplication
arith022 Fraction division
arith015 Writing an improper fraction as a mixed number
arith619 Writing a mixed number as an improper fraction
arith084 Addition of mixed numbers with same denominator and carry
arith216 Subtraction of mixed numbers with same denominator and borrowing
arith020 Mixed number multiplication: Problem type 1
arith068 Mixed number division
arith220 Decimal place value
237
238
APPENDIX B. PROGRAMS IN ALEKS
arith221
arith608
arith609
arith087
arith222
arith082
arith083
arith017
arith081
arith055
arith626
arith627
arith628
arith629
arith226
arith090
arith002
arith030
arith069
arith074
arith031
arith225
arith232
Rounding decimals
Ordering decimals
Ordering fractions and decimals
Converting a decimal to a fraction
Converting a fraction to a terminating decimal
Multiplication of a decimal by a power of ten
Division of a decimal by a power of ten
Multiplication of a decimal by a whole number
Division of a decimal by a whole number
Decimal multiplication: Problem type 1
Word problem with one decimal operation: Problem type 1
Word problem with one decimal operation: Problem type 2
Word problem with multiple decimal operations: Problem type 1
Word problem with multiple decimal operations: Problem type 2
Converting between percentages and decimals
Converting a percentage to a fraction
Converting a fraction to a percentage
Percentage of a whole number
Writing a ratio as a percentage
Word problem on percentage: Problem type 1
Word problem on percentage: Problem type 2
Word problem on percentage: Problem type 3
Simple interest
Real numbers and linear equations
arith200 Integer addition: Problem type 1
arith108 Integer addition: Problem type 2
arith107 Integer subtraction
arith231 Integer multiplication and division
arith605 Plotting rational numbers on a number line
arith106 Signed fractions addition
arith105 Signed fractions multiplication
arith234 Signed decimal addition
alge001 Integers and rational numbers
alge002 Integers, rational numbers, and irrational numbers
alge005 Evaluation of a linear expression in two variables
alge004 Evaluation of a polynomial in one variable
alge606 Distributive property, simple
alge604 Distributive Property, advanced
alge607 Combining like terms, basic
alge187 Properties of addition
alge188 Properties of real numbers
B.10. ALGEBRA 1
pcalc709 Addition of matrices and multiplication of a matrix by a scalar
alge009 Additive property of equality: Problem type 1
alge010 Additive property of equality: Problem type 2
alge266 Additive property of equality: Problem type 3
alge800 Additive property of equality with decimals
alge008 Multiplicative property of equality: Problem type 1
alge012 Multiplicative property of equality: Problem type 2
alge802 Multiplicative property of equality with fractions
alge006 Solving a linear equation: Problem type 1
alge208 Solving a linear equation: Problem type 2
alge200 Solving a linear equation: Problem type 3
alge011 Solving a linear equation with several occurrences of the variable: Problem type
1
alge061 Solving a linear equation with several occurrences of the variable: Problem type
2
alge013 Solving a linear equation with several occurrences of the variable: Problem type
3
alge209 Solving a linear equation with several occurrences of the variable: Problem type
4
alge179 Solving a linear equation with several occurrences of the variable: Problem type
5
alge015 Writing an inequality
alge186 Writing a compound inequality
alge019 Solving a linear inequality: Problem type 1
alge020 Solving a linear inequality: Problem type 2
alge021 Solving a linear inequality: Problem type 3
alge207 Solving a linear inequality: Problem type 4
alge017 Graphing a linear inequality on the number line
alge166 Graphing a compound linear inequality on the number line
alge602 Writing a mathematical expression
alge016 Translating sentences into mathematical equations
alge014 Solving a word problem using a linear equation: Problem type 1
alge219 Solving a word problem using a linear equation: Problem type 2
alge173 Solving a word problem using a linear equation: Problem type 3
alge704 Solving a word problem using a linear equation: Problem type 4
alge022 Word problem with linear inequalities
arith071 Absolute value of a number
arith104 Operations with absolute value
alge270 Simple absolute value equation
alge103 Solving an equation involving absolute value: Basic
alge170 Solving an inequality involving absolute value: Basic
alge169 Solving an inequality involving absolute value
239
240
APPENDIX B. PROGRAMS IN ALEKS
Functions and systems of equations
fun001 Function tables
fun002 Graphing integer functions
fun005 Finding a function rule: Problem type 1
fun006 Finding a function rule: Problem type 2
fun016 Domain and range: Problem type 1
alge213 Domain of a square root function
fun010 Vertical line test
alge185 Vertical translation of the graph of a function
fun020 Vertical and horizontal translations of the graph of a function
alge807 Finding the next terms of a simple sequence
pcalc085 Arithmetic sequence
pcalc086 Geometric sequence
pcalc713 Arithmetic and geometric sequences: Identifying and writing in standard form
alge064 Reading a point in the coordinate plane
alge067 Plotting a point in the coordinate plane
alge197 Graphing a line given the x- and y-intercepts
alge194 Graphing a line given its equation in slope-intercept form
alge195 Graphing a line given its equation in standard form
alge196 Graphing a line through a given point with a given slope
alge198 Graphing a vertical or horizontal line
alge018 Graphing a linear inequality in the plane: Problem type 1
alge225 Graphing a linear inequality in the plane: Problem type 2
alge701 Writing equations and drawing graphs to fit a narrative
alge168 Graphing an equation involving absolute value in the plane
alge066 Solutions to a linear equation in two variables: Problem type 1
alge216 Solutions to a linear equation in two variables: Problem type 2
alge069 Y-intercept of a line
alge210 X- and y-intercepts of a line given the equation in standard form
alge631 Finding the slope of a line given its equation
alge637 Determining the slope of a line given its graph
alge070 Writing an equation of a line given the slope and the y-intercept
alge071 Writing the equation of a line given the slope and a point on the line
alge072 Writing the equation of the line through two given points
alge073 Writing the equations of vertical and horizontal lines through a given point
geom807 Slopes of parallel and perpendicular lines: Problem type 1
geom808 Slopes of parallel and perpendicular lines: Problem type 2
alge810 Introduction to algebraic symbol manipulation
alge160 Algebraic symbol manipulation
alge805 Application problem with a linear function: Problem type 1
alge806 Application problem with a linear function: Problem type 2
alge076 Solving a system of linear equations
alge075 Classifying a system of linear equations
B.10. ALGEBRA 1
alge078 Solving a word problem using a system of linear equations: Problem
alge184 Solving a word problem using a system of linear equations: Problem
alge224 Solving a word problem using a system of linear equations: Problem
alge192 Solving a word problem using a system of linear equations: Problem
alge172 Solving a word problem using a system of linear equations: Problem
alge079 Graphing a system of linear inequalities
pcalc093 Solving a word problem using a system of linear inequalities
241
type
type
type
type
type
1
2
3
4
5
Polynomials and quadratic equations
alge663 Combining like terms, advanced
alge029 Simplifying a polynomial expression
alge030 Multiplying monomials
alge033 Multiplying two binomials
alge032 Squaring a binomial
alge180 Multiplying polynomials
alge031 Degree of a multivariate polynomial
alge708 Polynomial long division: Linear divisor
alge039 Factoring a quadratic with leading coefficient 1
alge040 Factoring a quadratic with leading coefficient greater than 1
alge043 Factoring a perfect square
alge265 Factoring a quadratic polynomial in two variables
alge041 Factoring a product of a quadratic trinomial and a monomial
alge624 Factoring a difference of squares
alge042 Factoring with repeated use of the difference of squares formula
alge037 Greatest common factor of two monomials
alge038 Factoring a multivariate polynomial by grouping: Problem type 1
alge181 Factoring a multivariate polynomial by grouping: Problem type 2
alge681 Solving equations written in factored form
alge045 Finding the roots of a quadratic equation with leading coefficient 1
alge048 Finding the roots of a quadratic equation with leading coefficient greater than
1
alge211 Solving a quadratic equation needing simplification
alge703 Solving a word problem using a quadratic equation with rational roots
alge094 Completing the square
alge095 Solving a quadratic equation using the quadratic formula
alge214 Discriminant of a quadratic equation
alge524 Solving a word problem using a quadratic equation with irrational roots
Finding the x-intercept(s) and the vertex of a parabola (alge277) Browse: Question,
Explanation
alge252 Graphing a parabola: Problem type 1
alge253 Graphing a parabola: Problem type 2
alge254 Graphing a parabola: Problem type 3
242
APPENDIX B. PROGRAMS IN ALEKS
alge255 Graphing a quadratic inequality
Rational expressions and proportions
alge053 Multiplying rational expressions: Problem type 1
alge620 Multiplying rational expressions: Problem type 2
alge054 Dividing rational expressions
alge058 Complex fraction: Problem type 1
alge056 Adding rational expressions with common denominator
alge057 Adding rational expressions
alge055 Least common multiple of two monomials
alge226 Adding rational expressions with different denominators
alge622 Adding and subtracting rational expressions: Problem type 1
alge661 Adding and subtracting rational expressions: Problem type 2
alge710 Simplifying a ratio of polynomials: Problem type 1
alge682 Simplifying a ratio of polynomials: Problem type 2
alge034 Ratio of multivariate polynomials
alge272 Solving a proportion: Basic
alge271 Solving a proportion: Advanced
alge049 Restriction on variable in a denominator
alge060 Solving a rational equation that simplifies to a linear equation: Problem type 1
alge205 Solving a rational equation that simplifies to a linear equation: Problem type 2
alge206 Solving a rational equation that simplifies to a linear equation: Problem type 3
alge212 Solving a rational equation that simplifies to a quadratic equation: Problem
type 1
alge062 Solving a rational equation that simplifies to a quadratic equation: Problem
type 2
alge047 Solving a rational equation that simplifies to a quadratic equation: Problem
type 3
arith228 Basic word problem on rates
alge218 Word problem on rates
arith610 Word problem on proportions: Problem type 1
arith611 Word problem on proportions: Problem type 2
arith612 Word problem involving multiple rates
alge220 Word problem on inverse proportions
alge175 Word problem on direct variation
alge176 Word problem on inverse variation
unit034 Conversion between metric and customary unit systems
unit035 Conversion between compound units, basic problem
unit036 Conversion between compound units, advanced problem
pcalc108 Sketching the graph of a rational function: Problem type 1
Exponents and square roots
B.10. ALGEBRA 1
arith233 Introduction to exponents
arith047 Evaluating expressions with exponents: Problem type 1
arith049 Evaluating expressions with exponents: Problem type 2
arith600 Exponents and order of operations
alge024 Product rule of exponents
alge027 Power rule: Positive exponents
arith042 Writing a positive number without a negative exponent
arith043 Writing a negative number without a negative exponent
alge025 Power rule: Negative exponents
alge028 Product rule of exponents in a multivariate monomial
arith029 Ordering numbers with positive exponents
arith024 Ordering numbers with negative exponents
arith036 Scientific notation with positive exponent
arith037 Scientific notation with negative exponent
scinot002 Multiplying and dividing numbers written in scientific notation
alge177 Solving a word problem using an exponential equation: Problem type 1
arith016 Square root of a perfect square
arith601 Square root of a rational perfect square
arith602 Estimating a square root
arith093 Square root simplification
alge264 Square root of a perfect square monomial
alge080 Simplifying a radical expression: Problem type 1
alge275 Simplifying a radical expression: Problem type 2
arith032 Square root addition
arith039 Square root multiplication
alge276 Simplifying a product of radical expressions using the distributive property
alge086 Rationalizing the denominator of a radical expression
alge088 Rationalizing the denominator of a radical expression using conjugates
alge089 Solving an equation with radicals: Problem type 1
alge090 Solving an equation with radicals: Problem type 2
alge091 Solving an equation with radicals: Problem type 3
Geometry and trigonometry
alge191 Midpoint of a line segment in the plane
alge132 Distance between two points in the plane
geom500 Vertical angles and linear pairs
geom001 Sum of the angle measures of a triangle
geom044 Pythagorean Theorem
pcalc600 Sine, cosine, and tangent ratios
pcalc601 Using a trigonometric ratio to find a side length in a right triangle
pcalc602 Using a trigonometric ratio to find an angle measure in a right triangle
geom300 Perimeter of a square or a rectangle
243
244
APPENDIX B. PROGRAMS IN ALEKS
geom339
geom019
geom801
geom217
geom143
geom340
geom142
geom802
geom036
geom311
geom035
geom092
geom031
geom034
geom037
geom337
Perimeter of a polygon
Area of a square or a rectangle
Area of a triangle
Finding the side length of a rectangle given its perimeter or area
Area and perimeter of a rectangle
Area of a piecewise rectangular figure
Area between two rectangles
Circumference and area of a circle
Area between two concentric circles
Volume of a cube or a rectangular prism
Volume of a cylinder
Rate of filling of a solid
Surface area of a cube or a rectangular prism
Surface area of a cylinder
Similar polygons
Indirect measurement
Data analysis and probability
mstat004 Histograms for numerical data
mstat024 Interpreting bar graphs
mstat007 Interpreting line graphs
alge263 Interpreting the graphs of two functions
stat801 Computations from circle graphs
stat804 Interpreting circle graphs or pie charts
mstat023 Scatterplots and correlation
mstat030 Sketching the line of best fit
mstat031 Interpreting a stem-and-leaf plot
mstat027 Using back-to-back stem-and-leaf plots to compare data sets
mstat006 Box-and-whisker plots
mstat003 Mode of a data set
mstat028 Mean and median of a data set
mstat029 How changing a value affects the mean and median
stat803 Finding the value for a new score that will yield a given mean
mstat014 Random samples and prediction
mstat025 Finding if a question can be answered by the data
stat802 Rejecting unreasonable claims based on average statistics
stat805 Making reasonable inferences based on proportion statistics
mstat015 Counting Principle
mstat008 Permutations
mstat009 Combinations
stat790 Permutations, combinations, and the multiplication principle for counting
mstat026 Introduction to probability of an event
B.11. HIGH SCHOOL GEOMETRY
mstat010 Probability of an event
stat106 Outcomes and event probability
stat112 Die rolling
mstat011 Area as probability
mstat012 Probability of independent events
mstat013 Probability of dependent events
mstat032 Probability of the union of two events
B.11
High School Geometry
Arithmetic and algebra readiness
arith048 Order of operations: Problem type 1
arith051 Order of operations: Problem type 2
arith056 Factors
arith070 Least common multiple
arith212 Equivalent fractions
arith067 Reduced fraction
arith230 Addition or subtraction of fractions with different denominators
arith086 Product of a fraction and a whole number
arith053 Fraction multiplication
arith022 Fraction division
arith015 Writing an improper fraction as a mixed number
arith220 Decimal place value
arith221 Rounding decimals
arith030 Percentage of a whole number
arith071 Absolute value of a number
arith200 Integer addition: Problem type 1
arith108 Integer addition: Problem type 2
arith107 Integer subtraction
arith231 Integer multiplication and division
alge005 Evaluation of a linear expression in two variables
alge004 Evaluation of a polynomial in one variable
alge016 Translating sentences into mathematical equations
alge606 Distributive property, simple
alge607 Combining like terms, basic
alge007 Additive property of equality: Problem type 3
alge012 Multiplicative property of equality: Problem type 2
alge006 Solving a linear equation: Problem type 1
alge208 Solving a linear equation: Problem type 2
alge011 Solving a linear equation with several occurrences of the variable: Problem type
1
245
246
APPENDIX B. PROGRAMS IN ALEKS
alge019 Solving a linear inequality: Problem type 1
alge017 Graphing a linear inequality on the number line
alge166 Graphing a compound linear inequality on the number line
alge060 Solving a rational equation that simplifies to a linear equation: Problem type 1
alge205 Solving a rational equation that simplifies to a linear equation: Problem type 2
arith047 Evaluating expressions with exponents: Problem type 1
arith016 Square root of a perfect square
arith093 Square root simplification
alge086 Rationalizing the denominator of a radical expression
Plane geometry
glogic001 Conditional statements and negations
glogic005 The converse, inverse, and contrapositive of a conditional statement
glogic008 Conditional statements and deductive reasoning
geom151 Measuring an angle with the protractor
geom152 Drawing an angle with the protractor
geom303 Acute, obtuse, and right angles
geom039 Supplementary and complementary angles
geom304 Corresponding and alternate angles
geom800 Identifying linear pairs and vertical angles
geom500 Vertical angles and linear pairs
geom503 Angles and parallel lines
geom159 Constructing congruent angles
geom158 Constructing an angle bisector
geom516 Angle addition and angle bisectors
geom154 Constructing the perpendicular bisector of a line segment
geom150 Constructing a pair of perpendicular lines
geom157 Constructing a pair of parallel lines
geom616 Introduction to proofs: Justifying statements
geom614 Proofs involving segment congruence
geom611 Congruent angles
geom610 Angles and parallel lines
geom306 Acute, obtuse, and right triangles
geom307 Scalene, isosceles, and equilateral triangles
geom001 Sum of the angle measures of a triangle
geom809 Relationship between angle measures and side lengths of a triangle
geom504 Triangle inequality
geom507 Right triangles and geometric mean
geom520 Identifying and naming congruent triangles
geom502 Solving triangles: Basic
geom908 Solving a triangle: Problem type 1
geom309 Solving a triangle: Problem type 2
B.11. HIGH SCHOOL GEOMETRY
geom044 Pythagorean Theorem
geom068 Computing an area using the Pythagorean Theorem
geom617 Congruent triangles: Problem type 1
geom612 Congruent triangles: Problem type 2
geom613 Congruent triangles: Problem type 3
proof by contradiction Indirect proof
geom310 Classifying quadrilaterals
geom523 Classifying quadrilaterals: Advanced problem
geom524 Hierarchy of quadrilateral figures
geom528 Properties of parallelograms: Problem type 1
geom527 Properties of parallelograms: Problem type 2
geom522 Interior angles of convex polygons
geom343 Identifying central angles, inscribed angles, arcs, chords, and tangents of a
circle
geom514 Inscribed angles of a circle
geom515 Tangents of a circle
geom512 Central angles and inscribed angles of a circle
geom511 Lengths of chords, secants, and tangents
geom513 Angles of intersecting secants and tangents
geom037 Similar polygons
geom510 Triangles and parallel lines
geom038 Similar right triangles
geom337 Indirect measurement
geom508 Length, area, and volume ratios of similar figures
Lengths, areas, and volumes
geom525
geom526
geom521
geom300
geom339
geom078
geom019
geom143
geom340
geom801
geom022
geom023
geom142
geom213
geom802
geom301
Computing distances on the number line
Midpoint of a number line segment
Segment addition and midpoints
Perimeter of a square or a rectangle
Perimeter of a polygon
Sides of polygons having the same perimeter
Area of a square or a rectangle
Area and perimeter of a rectangle
Area of a piecewise rectangular figure
Area of a triangle
Area of a parallelogram
Area of a trapezoid
Area between two rectangles
Area of a regular polygon
Circumference and area of a circle
Perimeter involving rectangles and circles
247
248
APPENDIX B. PROGRAMS IN ALEKS
geom838 Circumference ratios
geom805 Arc length and area of a sector of a circle
geom036 Area between two concentric circles
geom302 Area involving rectangles and circles
geom211 Area involving rectangles and circles: Advanced problem
mstat011 Area as probability
geom311 Volume of a cube or a rectangular prism
geom505 Volume of a piecewise rectangular prism
geom090 Volume of a triangular prism
geom033 Volume of a pyramid
geom035 Volume of a cylinder
geom086 Volume of a cone
geom092 Rate of filling of a solid
geom133 Ratio of volumes
geom841 Volume of a sphere
geom031 Surface area of a cube or a rectangular prism
geom091 Surface area of a triangular prism
geom034 Surface area of a cylinder
geom338 Surface area involving prisms or cylinders
geom842 Surface area of a sphere
Analytic geometry
alge067 Plotting a point in the coordinate plane
alge191 Midpoint of a line segment in the plane
alge132 Distance between two points in the plane
alge197 Graphing a line given the x- and y-intercepts
alge194 Graphing a line given its equation in slope-intercept form
alge210 X- and y-intercepts of a line given the equation in standard form
alge195 Graphing a line given its equation in standard form
alge196 Graphing a line through a given point with a given slope
alge637 Determining the slope of a line given its graph
alge631 Finding the slope of a line given its equation
geom807 Slopes of parallel and perpendicular lines: Problem type 1
geom808 Slopes of parallel and perpendicular lines: Problem type 2
alge070 Writing an equation of a line given the slope and the y-intercept
alge071 Writing the equation of a line given the slope and a point on the line
alge072 Writing the equation of the line through two given points
pcalc605 Graphing a circle given its equation in standard form
pcalc065 Writing an equation of a circle given its center and a point on the circle
pcalc066 Writing an equation of a circle given the endpoints of a diameter
Transformations, trigonometry, and vectors
B.12. ALGEBRA 2
geom330 Translation of a polygon
geom331 Coordinates of translated points
geom332 Reflection of a polygon over a vertical or horizontal line
geom333 Coordinates of points reflected over an axis
geom334 Drawing lines of symmetry
geom335 Rotation of a figure about the origin
geom336 Dilation
geom506 Special right triangles
pcalc600 Sine, cosine, and tangent ratios
pcalc601 Using a trigonometric ratio to find a side length in a right triangle
pcalc602 Using a trigonometric ratio to find an angle measure in a right triangle
geom212 Circles inscribed in and circumscribed around regular polygons
pcalc739 Multiplication of a vector by a scalar
pcalc725 Linear combination of vectors: Algebraic approach
pcalc726 Linear combination of vectors: Geometric approach
pcalc060 Magnitude of a vector
vector002 Calculating the magnitude and direction of a vector
vector005 Finding the components of a vector
pcalc063 Translation of a vector
B.12
Algebra 2
Real numbers and linear equations
arith605 Plotting rational numbers on a number line
arith071 Absolute value of a number
arith104 Operations with absolute value
arith106 Signed fractions addition
arith105 Signed fractions multiplication
arith234 Signed decimal addition
arith047 Evaluating expressions with exponents: Problem type 1
arith049 Evaluating expressions with exponents: Problem type 2
alge005 Evaluation of a linear expression in two variables
alge004 Evaluation of a polynomial in one variable
arith600 Exponents and order of operations
arith016 Square root of a perfect square
alge001 Integers and rational numbers
alge002 Integers, rational numbers, and irrational numbers
alge602 Writing a mathematical expression
alge016 Translating sentences into mathematical equations
alge015 Writing an inequality
alge186 Writing a compound inequality
249
250
APPENDIX B. PROGRAMS IN ALEKS
alge606 Distributive property, simple
alge604 Distributive Property, advanced
alge607 Combining like terms, basic
alge663 Combining like terms, advanced
alge187 Properties of addition
alge188 Properties of real numbers
alge010 Additive property of equality: Problem type 2
alge266 Additive property of equality: Problem type 3
alge802 Multiplicative property of equality with fractions
alge008 Multiplicative property of equality: Problem type 1
alge012 Multiplicative property of equality: Problem type 2
alge006 Solving a linear equation: Problem type 1
alge208 Solving a linear equation: Problem type 2
alge200 Solving a linear equation: Problem type 3
alge011 Solving a linear equation with several occurrences of the variable: Problem type
1
alge061 Solving a linear equation with several occurrences of the variable: Problem type
2
alge013 Solving a linear equation with several occurrences of the variable: Problem type
3
alge209 Solving a linear equation with several occurrences of the variable: Problem type
4
alge179 Solving a linear equation with several occurrences of the variable: Problem type
5
alge810 Introduction to algebraic symbol manipulation
alge160 Algebraic symbol manipulation
alge019 Solving a linear inequality: Problem type 1
alge020 Solving a linear inequality: Problem type 2
alge021 Solving a linear inequality: Problem type 3
alge207 Solving a linear inequality: Problem type 4
alge017 Graphing a linear inequality on the number line
alge166 Graphing a compound linear inequality on the number line
alge014 Solving a word problem using a linear equation: Problem type 1
alge219 Solving a word problem using a linear equation: Problem type 2
alge173 Solving a word problem using a linear equation: Problem type 3
alge704 Solving a word problem using a linear equation: Problem type 4
alge022 Word problem with linear inequalities
mstat014 Random samples and prediction
arith232 Simple interest
stat801 Computations from circle graphs
arith074 Word problem on percentage: Problem type 1
arith031 Word problem on percentage: Problem type 2
arith225 Word problem on percentage: Problem type 3
stat803 Finding the value for a new score that will yield a given mean
B.12. ALGEBRA 2
geom300 Perimeter of a square or a rectangle
geom078 Sides of polygons having the same perimeter
geom019 Area of a square or a rectangle
geom217 Finding the side length of a rectangle given its perimeter or area
geom143 Area and perimeter of a rectangle
geom311 Volume of a cube or a rectangular prism
geom802 Circumference and area of a circle
geom036 Area between two concentric circles
geom031 Surface area of a cube or a rectangular prism
geom034 Surface area of a cylinder
geom035 Volume of a cylinder
geom092 Rate of filling of a solid
geom500 Vertical angles and linear pairs
geom502 Solving triangles: Basic
alge270 Simple absolute value equation
alge103 Solving an equation involving absolute value: Basic
alge167 Solving an equation involving absolute value: Advanced
alge169 Solving an inequality involving absolute value
alge170 Solving an inequality involving absolute value: Basic
Graphs and linear functions
alge064 Reading a point in the coordinate plane
alge067 Plotting a point in the coordinate plane
alge066 Solutions to a linear equation in two variables: Problem type 1
alge216 Solutions to a linear equation in two variables: Problem type 2
alge197 Graphing a line given the x- and y-intercepts
alge194 Graphing a line given its equation in slope-intercept form
alge195 Graphing a line given its equation in standard form
alge196 Graphing a line through a given point with a given slope
alge637 Determining the slope of a line given its graph
alge198 Graphing a vertical or horizontal line
alge210 X- and y-intercepts of a line given the equation in standard form
alge631 Finding the slope of a line given its equation
alge070 Writing an equation of a line given the slope and the y-intercept
alge071 Writing the equation of a line given the slope and a point on the line
alge072 Writing the equation of the line through two given points
alge073 Writing the equations of vertical and horizontal lines through a given point
alge701 Writing equations and drawing graphs to fit a narrative
alge805 Application problem with a linear function: Problem type 1
alge806 Application problem with a linear function: Problem type 2
geom807 Slopes of parallel and perpendicular lines: Problem type 1
geom808 Slopes of parallel and perpendicular lines: Problem type 2
251
252
APPENDIX B. PROGRAMS IN ALEKS
alge018 Graphing a linear inequality in the plane: Problem type 1
alge225 Graphing a linear inequality in the plane: Problem type 2
set001 Set builder notation
set002 Union and intersection of finite sets
set004 Set builder and interval notation
set005 Union and intersection of intervals
fun001 Function tables
fun002 Graphing integer functions
fun016 Domain and range: Problem type 1
fun004 Domain and range: Problem type 2
fun010 Vertical line test
Systems of linear equations
alge075 Classifying a system of linear equations
alge076 Solving a system of linear equations
alge077 Creating an inconsistent system of linear equations
alge263 Interpreting the graphs of two functions
alge079 Graphing a system of linear inequalities
pcalc095 Linear programming
pcalc094 Solving a word problem using linear programming
alge078 Solving a word problem using a system of linear equations: Problem
alge184 Solving a word problem using a system of linear equations: Problem
alge224 Solving a word problem using a system of linear equations: Problem
alge192 Solving a word problem using a system of linear equations: Problem
alge172 Solving a word problem using a system of linear equations: Problem
pcalc093 Solving a word problem using a system of linear inequalities
pcalc709 Addition of matrices and multiplication of a matrix by a scalar
pcalc042 Finding the determinant of a 2x2 matrix
pcalc043 Finding the determinant of a 3x3 matrix
pcalc045 Cramer’s rule: Problem type 1
pcalc047 Cramer’s rule: Problem type 2
pcalc712 Gauss-Jordan elimination with a 2x2 matrix
pcalc046 Augmented matrix and solution set of a system of linear equations
Exponents and polynomials
alge024 Product rule of exponents
alge030 Multiplying monomials
alge027 Power rule: Positive exponents
arith042 Writing a positive number without a negative exponent
arith043 Writing a negative number without a negative exponent
type
type
type
type
type
1
2
3
4
5
B.12. ALGEBRA 2
alge025 Power rule: Negative exponents
alge028 Product rule of exponents in a multivariate monomial
arith029 Ordering numbers with positive exponents
arith024 Ordering numbers with negative exponents
arith036 Scientific notation with positive exponent
arith037 Scientific notation with negative exponent
scinot002 Multiplying and dividing numbers written in scientific notation
alge031 Degree of a multivariate polynomial
alge029 Simplifying a polynomial expression
alge033 Multiplying two binomials
alge032 Squaring a binomial
alge180 Multiplying polynomials
alge708 Polynomial long division: Linear divisor
alge709 Polynomial long division: Quadratic divisor
pcalc117 Synthetic division
alge039 Factoring a quadratic with leading coefficient 1
alge040 Factoring a quadratic with leading coefficient greater than 1
alge265 Factoring a quadratic polynomial in two variables
alge043 Factoring a perfect square
alge041 Factoring a product of a quadratic trinomial and a monomial
alge045 Finding the roots of a quadratic equation with leading coefficient 1
alge048 Finding the roots of a quadratic equation with leading coefficient greater than
1
alge211 Solving a quadratic equation needing simplification
alge681 Solving equations written in factored form
alge046 Roots of a product of polynomials
alge703 Solving a word problem using a quadratic equation with rational roots
alge163 Writing a quadratic equation given the roots and the leading coefficient
alge624 Factoring a difference of squares
alge042 Factoring with repeated use of the difference of squares formula
alge044 Factoring a sum or difference of two cubes
alge037 Greatest common factor of two monomials
alge055 Least common multiple of two monomials
alge038 Factoring a multivariate polynomial by grouping: Problem type 1
alge181 Factoring a multivariate polynomial by grouping: Problem type 2
Rational expressions and functions
alge053
alge620
alge054
alge058
alge162
Multiplying rational expressions: Problem type 1
Multiplying rational expressions: Problem type 2
Dividing rational expressions
Complex fraction: Problem type 1
Complex Fraction: Problem type 2
253
254
APPENDIX B. PROGRAMS IN ALEKS
alge056 Adding rational expressions with common denominator
alge057 Adding rational expressions
alge226 Adding rational expressions with different denominators
alge622 Adding and subtracting rational expressions: Problem type 1
alge661 Adding and subtracting rational expressions: Problem type 2
alge034 Ratio of multivariate polynomials
alge710 Simplifying a ratio of polynomials: Problem type 1
alge682 Simplifying a ratio of polynomials: Problem type 2
alge049 Restriction on variable in a denominator
alge060 Solving a rational equation that simplifies to a linear equation: Problem type 1
alge205 Solving a rational equation that simplifies to a linear equation: Problem type 2
alge206 Solving a rational equation that simplifies to a linear equation: Problem type 3
alge212 Solving a rational equation that simplifies to a quadratic equation: Problem
type 1
alge062 Solving a rational equation that simplifies to a quadratic equation: Problem
type 2
alge047 Solving a rational equation that simplifies to a quadratic equation: Problem
type 3
pcalc108 Sketching the graph of a rational function: Problem type 1
alge218 Word problem on rates
arith228 Basic word problem on rates
alge271 Solving a proportion: Advanced
arith610 Word problem on proportions: Problem type 1
arith611 Word problem on proportions: Problem type 2
arith612 Word problem involving multiple rates
alge059 Ordering fractions with variables
alge220 Word problem on inverse proportions
geom037 Similar polygons
alge175 Word problem on direct variation
alge176 Word problem on inverse variation
geom133 Ratio of volumes
geom138 Circumference ratios
Radicals and quadratic equations
arith601 Square root of a rational perfect square
arith093 Square root simplification
alge264 Square root of a perfect square monomial
alge080 Simplifying a radical expression: Problem type 1
alge275 Simplifying a radical expression: Problem type 2
arith032 Square root addition
alge084 Simplifying a sum of radical expressions
arith039 Square root multiplication
B.12. ALGEBRA 2
alge640 Simplifying a product of radical expressions
alge082 Simplifying a product of radical expressions: Problem type 3
alge276 Simplifying a product of radical expressions using the distributive property
alge086 Rationalizing the denominator of a radical expression
alge088 Rationalizing the denominator of a radical expression using conjugates
geom044 Pythagorean Theorem
alge089 Solving an equation with radicals: Problem type 1
alge090 Solving an equation with radicals: Problem type 2
alge091 Solving an equation with radicals: Problem type 3
alge182 Solving an equation with radicals: Problem type 4
arith094 Cube root of an integer
alge273 Simplifying a higher radical: Problem type 1
alge811 Simplifying a higher radical: Problem type 2
alge092 Even root property
alge093 Odd root property
alge227 Solving an equation with exponent using the even-root property
alge228 Solving an equation with exponent using the odd-root property
alge250 Rational exponents: Basic
alge251 Rational exponents: Negative exponents and fractional bases
alge249 Rational exponents: Powers of powers
alge812 Converting between radical form and exponent form
alge230 Solving an equation with positive rational exponent
alge231 Solving an equation with negative rational exponent
pcalc048 Adding and subtracting complex numbers
pcalc049 Multiplying complex numbers
pcalc050 Dividing complex numbers
pcalc053 Simplifying a power of i
alge094 Completing the square
alge095 Solving a quadratic equation using the quadratic formula
pcalc051 Solving a quadratic equation with imaginary roots
alge214 Discriminant of a quadratic equation
alge193 Discriminant of a quadratic equation with parameter
alge524 Solving a word problem using a quadratic equation with irrational roots
alge771 Solving a quadratic inequality
alge252 Graphing a parabola: Problem type 1
alge253 Graphing a parabola: Problem type 2
alge254 Graphing a parabola: Problem type 3
Finding the x-intercept(s) and the vertex of a parabola (alge277) Browse: Question,
Explanation
alge255 Graphing a quadratic inequality
Functions and logarithms
255
256
APPENDIX B. PROGRAMS IN ALEKS
fun019 Sum, difference, and product of two functions
alge213 Domain of a square root function
alge185 Vertical translation of the graph of a function
fun020 Vertical and horizontal translations of the graph of a function
fun011 Horizontal line test
fun012 Inverse functions: Basic
alge130 Inverse functions: Advanced
fun021 Composition of two functions: Domain and range
fun022 Composition of two functions: Basic
alge129 Composition of two functions: Advanced
fun023 Piecewise-defined functions
alge108 Exponential and logarithmic equations
alge232 Evaluating a logarithmic expression
pcalc708 Basic properties of logarithms
alge107 Change of base for logarithms
alge233 Solving a logarithmic equation: Problem type 1
alge113 Solving a logarithmic equation: Problem type 2
alge111 Solving an exponential equation: Problem type 1
alge112 Solving an exponential equation: Problem type 2
alge177 Solving a word problem using an exponential equation: Problem type 1
alge178 Solving a word problem using an exponential equation: Problem type 2
pcalc737 Solving a word problem using an exponential equation: Problem type 3
alge262 Graphing a simple cubic function
alge168 Graphing an equation involving absolute value in the plane
alge712 Sketching the graph of an exponential function: Basic
pcalc103 Sketching the graph of an exponential function: Advanced
pcalc104 Sketching the graph of a logarithmic function
pcalc102 Translating the graph of a logarithmic or exponential function
Conic sections and sequences
alge191 Midpoint of a line segment in the plane
alge132 Distance between two points in the plane
pcalc067 Graphing a parabola with a horizontal or a vertical axis
pcalc068 Writing an equation of a parabola given the vertex and the focus
pcalc069 Finding the focus of a parabola
pcalc605 Graphing a circle given its equation in standard form
pcalc064 Graphing a circle given its equation in general form
pcalc065 Writing an equation of a circle given its center and a point on the circle
pcalc066 Writing an equation of a circle given the endpoints of a diameter
pcalc070 Graph of an ellipse centered at the origin
pcalc734 Graphing an ellipse given its equation in standard form
pcalc071 Graphing an ellipse given its equation in general form
B.13. TRIGONOMETRY
pcalc075
pcalc735
pcalc076
pcalc098
pcalc096
pcalc097
pcalc736
pcalc080
pcalc715
pcalc717
pcalc718
pcalc719
pcalc720
pcalc082
pcalc087
B.13
Graph of a hyperbola centered at the origin
Graphing a hyperbola given its equation in standard form
Graphing a hyperbola given its equation in general form
Solving a system of nonlinear equations
Graphing a system of nonlinear inequalities: Problem type 1
Graphing a system of nonlinear inequalities: Problem type 2
Classifying conics given their equations
Finding the first terms of a sequence
Arithmetic sequences
Geometric sequences
Sum of the first n terms of an arithmetic sequence
Sum of the first n terms of a geometric sequence
Sum of a geometric series
Factorial expressions
Binomial formula
Trigonometry
Algebra review
alge061 Solving a linear equation with several occurrences of the variable: Problem type
2
alge013 Solving a linear equation with several occurrences of the variable: Problem type
3
alge209 Solving a linear equation with several occurrences of the variable: Problem type
4
alge179 Solving a linear equation with several occurrences of the variable: Problem type
5
alge173 Solving a word problem using a linear equation: Problem type 3
alge014 Solving a word problem using a linear equation: Problem type 1
alge020 Solving a linear inequality: Problem type 2
alge021 Solving a linear inequality: Problem type 3
alge076 Solving a system of linear equations
alge060 Solving a rational equation that simplifies to a linear equation: Problem type 1
alge205 Solving a rational equation that simplifies to a linear equation: Problem type 2
alge206 Solving a rational equation that simplifies to a linear equation: Problem type 3
alge029 Simplifying a polynomial expression
alge030 Multiplying monomials
alge180 Multiplying polynomials
alge705 Factoring a quadratic with leading coefficient 1
alge040 Factoring a quadratic with leading coefficient greater than 1
alge624 Factoring a difference of squares
257
258
APPENDIX B. PROGRAMS IN ALEKS
alge024 Product rule of exponents
alge027 Power rule: Positive exponents
alge080 Simplifying a radical expression: Problem type 1
alge086 Rationalizing the denominator of a radical expression
alge250 Rational exponents: Basic
pcalc048 Adding and subtracting complex numbers
pcalc049 Multiplying complex numbers
set004 Set builder and interval notation
set005 Union and intersection of intervals
fun018 Introduction to functions: Notation and graphs
fun016 Domain and range: Problem type 1
fun010 Vertical line test
fun019 Sum, difference, and product of two functions
alge185 Vertical translation of the graph of a function
fun020 Vertical and horizontal translations of the graph of a function
fun022 Composition of two functions: Basic
fun012 Inverse functions: Basic
alge194 Graphing a line given its equation in slope-intercept form
alge195 Graphing a line given its equation in standard form
alge071 Writing the equation of a line given the slope and a point on the line
alge196 Graphing a line through a given point with a given slope
alge631 Finding the slope of a line given its equation
alge637 Determining the slope of a line given its graph
alge072 Writing the equation of the line through two given points
alge073 Writing the equations of vertical and horizontal lines through a given point
alge198 Graphing a vertical or horizontal line
alge045 Finding the roots of a quadratic equation with leading coefficient 1
alge048 Finding the roots of a quadratic equation with leading coefficient greater than
1
alge094 Completing the square
alge095 Solving a quadratic equation using the quadratic formula
alge252 Graphing a parabola: Problem type 1
alge253 Graphing a parabola: Problem type 2
alge710 Simplifying a ratio of polynomials: Problem type 1
alge681 Solving equations written in factored form
pcalc053 Simplifying a power of i
Right triangle trigonometry and trigonometric values
pcalc001
pcalc002
pcalc003
pcalc005
Converting between a decimal degree and degrees-minutes-seconds
Converting between degree and radian measure
Coterminal angles
Arc length and central angle measure
B.13. TRIGONOMETRY
pcalc006 Sketching an angle in standard position
geom506 Special right triangles
pcalc600 Sine, cosine, and tangent ratios
pcalc601 Using a trigonometric ratio to find a side length in a right triangle
pcalc602 Using a trigonometric ratio to find an angle measure in a right triangle
pcalc007 Common angles and trigonometric functions
pcalc008 Finding trigonometric ratios given a right triangle
pcalc011 Finding values of trigonometric functions given information about an angle:
Problem type 1
pcalc012 Finding values of trigonometric functions given information about an angle:
Problem type 2
pcalc013 Finding values of trigonometric functions given information about an angle:
Problem type 3
Trigonometric functions
pcalc107 Sketching the graph of a sine or cosine function: Problem type 1
pcalc106 Sketching the graph of a sine or cosine function: Problem type 2
pcalc014 Sketching the graph of a sine or cosine function: Problem type 3
pcalc017 Sketching the graph of a secant or cosecant function
pcalc105 Sketching the graph of a tangent or cotangent function: Problem type 1
pcalc015 Sketching the graph of a tangent or cotangent function: Problem type 2
pcalc016 Values of inverse trigonometric functions
pcalc018 Composition of a trigonometric function and an inverse trigonometric function: Problem type 1
pcalc019 Composition of a trigonometric function and an inverse trigonometric function: Problem type 2
pcalc036 Composition of a trigonometric function and an inverse trigonometric function: Problem type 3
Trigonometric identities and equations
pcalc126
pcalc029
pcalc124
pcalc030
pcalc110
pcalc034
pcalc435
pcalc400
pcalc401
pcalc020
Cofunction identities
Sum and difference identities
Product-to-sum and sum-to-product identities
Double-angle identities
Verifying a trigonometric identity
Proving a trigonometric identity: Problem type 1
Proving trigonometric identities: Problem type 2
Proving trigonometric identities: Problem type 3
Proving trigonometric identities: Problem type 4
Solving a basic trigonometric equation involving sine or cosine
259
260
APPENDIX B. PROGRAMS IN ALEKS
pcalc021 Solving a basic trigonometric equation involving tangent, cotangent, secant,
or cosecant
pcalc022 Solving a trigonometric equation involving a squared function
pcalc024 Solving a trigonometric equation involving more than one function
pcalc025 Solving a trigonometric equation involving an angle multiplied by a constant
pcalc026 Solving a trigonometric equation using sum and difference identities
pcalc027 Solving a trigonometric equation using double-angle identities
pcalc028 Solving a trigonometric equation using half-angle identities
pcalc127 Solving a trigonometric inequality
Applications of trigonometry
pcalc031 Solving a triangle with the law of sines: Problem type 1
pcalc032 Solving a triangle with the law of sines: Problem type 2
pcalc033 Solving a triangle with the law of cosines
pcalc060 Magnitude of a vector
pcalc729 Unit vectors
pcalc739 Multiplication of a vector by a scalar
pcalc063 Translation of a vector
pcalc725 Linear combination of vectors: Algebraic approach
pcalc726 Linear combination of vectors: Geometric approach
vector002 Calculating the magnitude and direction of a vector
vector005 Finding the components of a vector
pcalc727 Solving a word problem using vectors
pcalc728 Dot product
pcalc730 Finding the angle between two vectors
vector006 Finding the component of a vector along another vector
pcalc055 Plotting a point in polar coordinates
pcalc056 Converting rectangular coordinates to polar coordinates
pcalc057 Converting polar coordinates to rectangular coordinates
pcalc058 Converting an equation written in rectangular coordinates to one written in
polar form
pcalc059 Converting an equation written in polar form to one written in rectangular
coordinates
pcalc052 Writing a complex number in trigonometric form
pcalc054 De Moivre’s theorem
pcalc724 Finding the nth roots of a number
B.14
PreCalculus without Trigonometry / College Algebra
Algebra review
B.14. PRECALCULUS WITHOUT TRIGONOMETRY / COLLEGE ALGEBRA
alge061 Solving a linear equation with several occurrences of the variable: Problem type
2
alge013 Solving a linear equation with several occurrences of the variable: Problem type
3
alge209 Solving a linear equation with several occurrences of the variable: Problem type
4
alge179 Solving a linear equation with several occurrences of the variable: Problem type
5
alge173 Solving a word problem using a linear equation: Problem type 3
alge014 Solving a word problem using a linear equation: Problem type 1
alge219 Solving a word problem using a linear equation: Problem type 2
alge704 Solving a word problem using a linear equation: Problem type 4
alge020 Solving a linear inequality: Problem type 2
alge021 Solving a linear inequality: Problem type 3
alge207 Solving a linear inequality: Problem type 4
alge103 Solving an equation involving absolute value: Basic
alge167 Solving an equation involving absolute value: Advanced
alge170 Solving an inequality involving absolute value: Basic
alge169 Solving an inequality involving absolute value
alge060 Solving a rational equation that simplifies to a linear equation: Problem type 1
alge205 Solving a rational equation that simplifies to a linear equation: Problem type 2
alge206 Solving a rational equation that simplifies to a linear equation: Problem type 3
alge029 Simplifying a polynomial expression
alge030 Multiplying monomials
alge180 Multiplying polynomials
alge705 Factoring a quadratic with leading coefficient 1
alge040 Factoring a quadratic with leading coefficient greater than 1
alge041 Factoring a product of a quadratic trinomial and a monomial
alge624 Factoring a difference of squares
alge042 Factoring with repeated use of the difference of squares formula
alge044 Factoring a sum or difference of two cubes
alge038 Factoring a multivariate polynomial by grouping: Problem type 1
alge024 Product rule of exponents
alge027 Power rule: Positive exponents
alge025 Power rule: Negative exponents
alge028 Product rule of exponents in a multivariate monomial
scinot001 Converting between decimal numbers and numbers written in scientific notation
scinot002 Multiplying and dividing numbers written in scientific notation
alge080 Simplifying a radical expression: Problem type 1
alge084 Simplifying a sum of radical expressions
alge640 Simplifying a product of radical expressions
alge086 Rationalizing the denominator of a radical expression
alge088 Rationalizing the denominator of a radical expression using conjugates
261
262
APPENDIX B. PROGRAMS IN ALEKS
alge089
alge091
alge182
alge250
alge251
alge249
Solving an equation with radicals: Problem type 1
Solving an equation with radicals: Problem type 3
Solving an equation with radicals: Problem type 4
Rational exponents: Basic
Rational exponents: Negative exponents and fractional bases
Rational exponents: Powers of powers
Functions and graphs
set004 Set builder and interval notation
set005 Union and intersection of intervals
fun018 Introduction to functions: Notation and graphs
fun016 Domain and range: Problem type 1
fun004 Domain and range: Problem type 2
fun010 Vertical line test
pcalc114 Even and odd functions
fun019 Sum, difference, and product of two functions
alge185 Vertical translation of the graph of a function
fun020 Vertical and horizontal translations of the graph of a function
fun023 Piecewise-defined functions
alge194 Graphing a line given its equation in slope-intercept form
alge195 Graphing a line given its equation in standard form
alge071 Writing the equation of a line given the slope and a point on the line
alge196 Graphing a line through a given point with a given slope
alge631 Finding the slope of a line given its equation
alge637 Determining the slope of a line given its graph
alge072 Writing the equation of the line through two given points
alge073 Writing the equations of vertical and horizontal lines through a given point
alge198 Graphing a vertical or horizontal line
geom807 Slopes of parallel and perpendicular lines: Problem type 1
geom808 Slopes of parallel and perpendicular lines: Problem type 2
alge701 Writing equations and drawing graphs to fit a narrative
alge018 Graphing a linear inequality in the plane: Problem type 1
alge225 Graphing a linear inequality in the plane: Problem type 2
alge168 Graphing an equation involving absolute value in the plane
fun021 Composition of two functions: Domain and range
fun022 Composition of two functions: Basic
alge129 Composition of two functions: Advanced
fun011 Horizontal line test
fun012 Inverse functions: Basic
alge130 Inverse functions: Advanced
Polynomial and rational functions
B.14. PRECALCULUS WITHOUT TRIGONOMETRY / COLLEGE ALGEBRA
alge045 Finding the roots of a quadratic equation with leading coefficient 1
alge048 Finding the roots of a quadratic equation with leading coefficient greater than
1
alge094 Completing the square
alge095 Solving a quadratic equation using the quadratic formula
alge707 Finding the discriminant of a quadratic equation
alge703 Solving a word problem using a quadratic equation with rational roots
alge524 Solving a word problem using a quadratic equation with irrational roots
alge771 Solving a quadratic inequality
alge252 Graphing a parabola: Problem type 1
alge253 Graphing a parabola: Problem type 2
alge254 Graphing a parabola: Problem type 3
alge255 Graphing a quadratic inequality
alge708 Polynomial long division: Linear divisor
alge709 Polynomial long division: Quadratic divisor
pcalc117 Synthetic division
pcalc118 Remainder theorem
alge710 Simplifying a ratio of polynomials: Problem type 1
pcalc092 Partial fraction decomposition
alge681 Solving equations written in factored form
alge211 Solving a quadratic equation needing simplification
pcalc700 Finding a polynomial of a given degree with given zeros
pcalc123 Using a given zero to write a polynomial as a product of linear factors
pcalc701 Finding all potential zeros of a polynomial given by the rational zeros theorem
pcalc702 Using the rational zeros theorem to find zeros of a polynomial
pcalc704 Solving a word problem involving a polynomial of degree 3
pcalc048 Adding and subtracting complex numbers
pcalc049 Multiplying complex numbers
pcalc050 Dividing complex numbers
pcalc053 Simplifying a power of i
pcalc051 Solving a quadratic equation with imaginary roots
pcalc705 N zeros theorem and conjugate zeros theorem
pcalc703 Using the conjugate zeros theorem to find all zeros of a polynomial
pcalc115 Solving a word problem by finding a local extremum of a polynomial function
pcalc738 Inferring properties of a polynomial function from its graph
pcalc108 Sketching the graph of a rational function: Problem type 1
pcalc109 Sketching the graph of a rational function: Problem type 2
pcalc706 Choosing the form of a rational function given its graph
Exponential and logarithmic functions
alge108 Exponential and logarithmic equations
alge232 Evaluating a logarithmic expression
263
264
APPENDIX B. PROGRAMS IN ALEKS
pcalc708 Basic properties of logarithms
alge107 Change of base for logarithms
alge233 Solving a logarithmic equation: Problem type 1
alge113 Solving a logarithmic equation: Problem type 2
alge111 Solving an exponential equation: Problem type 1
alge112 Solving an exponential equation: Problem type 2
alge177 Solving a word problem using an exponential equation: Problem type 1
alge178 Solving a word problem using an exponential equation: Problem type 2
pcalc737 Solving a word problem using an exponential equation: Problem type 3
alge712 Sketching the graph of an exponential function: Basic
pcalc103 Sketching the graph of an exponential function: Advanced
pcalc104 Sketching the graph of a logarithmic function
pcalc102 Translating the graph of a logarithmic or exponential function
Systems of linear equations and matrices
alge075 Classifying a system of linear equations
alge076 Solving a system of linear equations
alge077 Creating an inconsistent system of linear equations
pcalc099 Consistency and independence of a system of linear equations
alge078 Solving a word problem using a system of linear equations: Problem
alge184 Solving a word problem using a system of linear equations: Problem
alge224 Solving a word problem using a system of linear equations: Problem
alge192 Solving a word problem using a system of linear equations: Problem
alge172 Solving a word problem using a system of linear equations: Problem
alge079 Graphing a system of linear inequalities
pcalc093 Solving a word problem using a system of linear inequalities
pcalc095 Linear programming
pcalc094 Solving a word problem using linear programming
pcalc709 Addition of matrices and multiplication of a matrix by a scalar
pcalc039 Multiplication of matrices: Basic
pcalc710 Multiplication of matrices: Advanced
pcalc042 Finding the determinant of a 2x2 matrix
pcalc043 Finding the determinant of a 3x3 matrix
pcalc040 Finding the inverse of a 2x2 matrix
pcalc041 Finding the inverse of a 3x3 matrix
pcalc045 Cramer’s rule: Problem type 1
pcalc047 Cramer’s rule: Problem type 2
pcalc711 Using the inverse of a matrix to solve a system of linear equations
pcalc712 Gauss-Jordan elimination with a 2x2 matrix
pcalc046 Augmented matrix and solution set of a system of linear equations
Sequences, series, and probability
type
type
type
type
type
1
2
3
4
5
B.14. PRECALCULUS WITHOUT TRIGONOMETRY / COLLEGE ALGEBRA
pcalc080 Finding the first terms of a sequence
pcalc713 Arithmetic and geometric sequences: Identifying and writing in standard form
pcalc715 Arithmetic sequences
pcalc717 Geometric sequences
pcalc718 Sum of the first n terms of an arithmetic sequence
pcalc719 Sum of the first n terms of a geometric sequence
pcalc720 Sum of a geometric series
pcalc082 Factorial expressions
pcalc088 Permutations and combinations: Problem type 1
pcalc089 Permutations and combinations: Problem type 2
pcalc090 Permutations and combinations: Problem type 3
pcalc087 Binomial formula
stat117 Probabilities of draws with replacement
stat118 Probabilities of draws without replacement
stat119 Venn diagrams: Two events
stat101 Venn diagrams: Word problems
stat106 Outcomes and event probability
stat112 Die rolling
stat114 Probability of intersection or union: Word problems
stat115 Independent events: Basic
stat120 Probability of union: Basic
stat109 Intersection and conditional probability
Conic sections
pcalc067 Graphing a parabola with a horizontal or a vertical axis
pcalc068 Writing an equation of a parabola given the vertex and the focus
pcalc069 Finding the focus of a parabola
pcalc605 Graphing a circle given its equation in standard form
pcalc064 Graphing a circle given its equation in general form
pcalc065 Writing an equation of a circle given its center and a point on the circle
pcalc066 Writing an equation of a circle given the endpoints of a diameter
pcalc734 Graphing an ellipse given its equation in standard form
pcalc071 Graphing an ellipse given its equation in general form
pcalc072 Finding the foci of an ellipse
pcalc073 Writing an equation of an ellipse given the foci and the major axis length
pcalc074 Writing an equation of an ellipse given the center, an endpoint of an axis, and
the length of the other axis
pcalc735 Graphing a hyperbola given its equation in standard form
pcalc076 Graphing a hyperbola given its equation in general form
pcalc077 Finding the foci of a hyperbola
pcalc078 Writing an equation of a hyperbola given the foci and the vertices
pcalc079 Writing an equation of a hyperbola given the foci and the asymptotes
265
266
APPENDIX B. PROGRAMS IN ALEKS
alge191 Midpoint of a line segment in the plane
alge132 Distance between two points in the plane
pcalc736 Classifying conics given their equations
pcalc098 Solving a system of nonlinear equations
pcalc096 Graphing a system of nonlinear inequalities: Problem type 1
B.15
PreCalculus
Algebra review
alge061 Solving a linear equation with several occurrences of the variable: Problem type
2
alge013 Solving a linear equation with several occurrences of the variable: Problem type
3
alge209 Solving a linear equation with several occurrences of the variable: Problem type
4
alge179 Solving a linear equation with several occurrences of the variable: Problem type
5
alge173 Solving a word problem using a linear equation: Problem type 3
alge014 Solving a word problem using a linear equation: Problem type 1
alge219 Solving a word problem using a linear equation: Problem type 2
alge704 Solving a word problem using a linear equation: Problem type 4
alge020 Solving a linear inequality: Problem type 2
alge021 Solving a linear inequality: Problem type 3
alge207 Solving a linear inequality: Problem type 4
alge103 Solving an equation involving absolute value: Basic
alge167 Solving an equation involving absolute value: Advanced
alge170 Solving an inequality involving absolute value: Basic
alge169 Solving an inequality involving absolute value
alge060 Solving a rational equation that simplifies to a linear equation: Problem type 1
alge205 Solving a rational equation that simplifies to a linear equation: Problem type 2
alge206 Solving a rational equation that simplifies to a linear equation: Problem type 3
alge029 Simplifying a polynomial expression
alge030 Multiplying monomials
alge180 Multiplying polynomials
alge705 Factoring a quadratic with leading coefficient 1
alge040 Factoring a quadratic with leading coefficient greater than 1
alge041 Factoring a product of a quadratic trinomial and a monomial
alge624 Factoring a difference of squares
alge042 Factoring with repeated use of the difference of squares formula
alge044 Factoring a sum or difference of two cubes
alge038 Factoring a multivariate polynomial by grouping: Problem type 1
B.15. PRECALCULUS
alge024 Product rule of exponents
alge027 Power rule: Positive exponents
alge025 Power rule: Negative exponents
alge028 Product rule of exponents in a multivariate monomial
scinot001 Converting between decimal numbers and numbers written in scientific notation
scinot002 Multiplying and dividing numbers written in scientific notation
alge080 Simplifying a radical expression: Problem type 1
alge084 Simplifying a sum of radical expressions
alge640 Simplifying a product of radical expressions
alge086 Rationalizing the denominator of a radical expression
alge088 Rationalizing the denominator of a radical expression using conjugates
alge089 Solving an equation with radicals: Problem type 1
alge091 Solving an equation with radicals: Problem type 3
alge182 Solving an equation with radicals: Problem type 4
alge250 Rational exponents: Basic
alge251 Rational exponents: Negative exponents and fractional bases
alge249 Rational exponents: Powers of powers
Functions and graphs
set004 Set builder and interval notation
set005 Union and intersection of intervals
fun018 Introduction to functions: Notation and graphs
fun016 Domain and range: Problem type 1
fun004 Domain and range: Problem type 2
fun010 Vertical line test
pcalc114 Even and odd functions
fun019 Sum, difference, and product of two functions
alge185 Vertical translation of the graph of a function
fun020 Vertical and horizontal translations of the graph of a function
fun023 Piecewise-defined functions
alge194 Graphing a line given its equation in slope-intercept form
alge195 Graphing a line given its equation in standard form
alge071 Writing the equation of a line given the slope and a point on the line
alge196 Graphing a line through a given point with a given slope
alge631 Finding the slope of a line given its equation
alge637 Determining the slope of a line given its graph
alge072 Writing the equation of the line through two given points
alge073 Writing the equations of vertical and horizontal lines through a given point
alge198 Graphing a vertical or horizontal line
geom807 Slopes of parallel and perpendicular lines: Problem type 1
geom808 Slopes of parallel and perpendicular lines: Problem type 2
267
268
APPENDIX B. PROGRAMS IN ALEKS
alge701 Writing equations and drawing graphs to fit a narrative
alge018 Graphing a linear inequality in the plane: Problem type 1
alge225 Graphing a linear inequality in the plane: Problem type 2
alge168 Graphing an equation involving absolute value in the plane
fun021 Composition of two functions: Domain and range
fun022 Composition of two functions: Basic
alge129 Composition of two functions: Advanced
fun011 Horizontal line test
fun012 Inverse functions: Basic
alge130 Inverse functions: Advanced
Polynomial and rational functions
alge045 Finding the roots of a quadratic equation with leading coefficient 1
alge048 Finding the roots of a quadratic equation with leading coefficient greater than
1
alge094 Completing the square
alge095 Solving a quadratic equation using the quadratic formula
alge707 Finding the discriminant of a quadratic equation
alge703 Solving a word problem using a quadratic equation with rational roots
alge524 Solving a word problem using a quadratic equation with irrational roots
alge771 Solving a quadratic inequality
alge252 Graphing a parabola: Problem type 1
alge253 Graphing a parabola: Problem type 2
alge254 Graphing a parabola: Problem type 3
alge255 Graphing a quadratic inequality
alge708 Polynomial long division: Linear divisor
alge709 Polynomial long division: Quadratic divisor
pcalc117 Synthetic division
pcalc118 Remainder theorem
alge710 Simplifying a ratio of polynomials: Problem type 1
pcalc092 Partial fraction decomposition
alge681 Solving equations written in factored form
alge211 Solving a quadratic equation needing simplification
pcalc700 Finding a polynomial of a given degree with given zeros
pcalc123 Using a given zero to write a polynomial as a product of linear factors
pcalc701 Finding all potential zeros of a polynomial given by the rational zeros theorem
pcalc702 Using the rational zeros theorem to find zeros of a polynomial
pcalc704 Solving a word problem involving a polynomial of degree 3
pcalc048 Adding and subtracting complex numbers
pcalc049 Multiplying complex numbers
pcalc050 Dividing complex numbers
pcalc053 Simplifying a power of i
B.15. PRECALCULUS
pcalc051
pcalc705
pcalc703
pcalc115
pcalc738
pcalc108
pcalc109
pcalc706
Solving a quadratic equation with imaginary roots
N zeros theorem and conjugate zeros theorem
Using the conjugate zeros theorem to find all zeros of a polynomial
Solving a word problem by finding a local extremum of a polynomial function
Inferring properties of a polynomial function from its graph
Sketching the graph of a rational function: Problem type 1
Sketching the graph of a rational function: Problem type 2
Choosing the form of a rational function given its graph
Exponential and logarithmic functions
alge108 Exponential and logarithmic equations
alge232 Evaluating a logarithmic expression
pcalc708 Basic properties of logarithms
alge107 Change of base for logarithms
alge233 Solving a logarithmic equation: Problem type 1
alge113 Solving a logarithmic equation: Problem type 2
alge111 Solving an exponential equation: Problem type 1
alge112 Solving an exponential equation: Problem type 2
alge177 Solving a word problem using an exponential equation: Problem type 1
alge178 Solving a word problem using an exponential equation: Problem type 2
pcalc737 Solving a word problem using an exponential equation: Problem type 3
alge712 Sketching the graph of an exponential function: Basic
pcalc103 Sketching the graph of an exponential function: Advanced
pcalc104 Sketching the graph of a logarithmic function
pcalc102 Translating the graph of a logarithmic or exponential function
Trigonometry
pcalc001 Converting between a decimal degree and degrees-minutes-seconds
pcalc002 Converting between degree and radian measure
pcalc003 Coterminal angles
pcalc005 Arc length and central angle measure
pcalc006 Sketching an angle in standard position
geom506 Special right triangles
pcalc600 Sine, cosine, and tangent ratios
pcalc601 Using a trigonometric ratio to find a side length in a right triangle
pcalc602 Using a trigonometric ratio to find an angle measure in a right triangle
pcalc007 Common angles and trigonometric functions
pcalc008 Finding trigonometric ratios given a right triangle
pcalc011 Finding values of trigonometric functions given information about an angle:
Problem type 1
269
270
APPENDIX B. PROGRAMS IN ALEKS
pcalc012 Finding values of trigonometric functions given information about an angle:
Problem type 2
pcalc013 Finding values of trigonometric functions given information about an angle:
Problem type 3
pcalc107 Sketching the graph of a sine or cosine function: Problem type 1
pcalc106 Sketching the graph of a sine or cosine function: Problem type 2
pcalc014 Sketching the graph of a sine or cosine function: Problem type 3
pcalc017 Sketching the graph of a secant or cosecant function
pcalc105 Sketching the graph of a tangent or cotangent function: Problem type 1
pcalc015 Sketching the graph of a tangent or cotangent function: Problem type 2
pcalc016 Values of inverse trigonometric functions
pcalc018 Composition of a trigonometric function and an inverse trigonometric function: Problem type 1
pcalc019 Composition of a trigonometric function and an inverse trigonometric function: Problem type 2
pcalc036 Composition of a trigonometric function and an inverse trigonometric function: Problem type 3
pcalc126 Cofunction identities
pcalc029 Sum and difference identities
pcalc124 Product-to-sum and sum-to-product identities
pcalc030 Double-angle identities
pcalc110 Verifying a trigonometric identity
pcalc034 Proving a trigonometric identity: Problem type 1
pcalc435 Proving trigonometric identities: Problem type 2
pcalc400 Proving trigonometric identities: Problem type 3
pcalc401 Proving trigonometric identities: Problem type 4
pcalc020 Solving a basic trigonometric equation involving sine or cosine
pcalc021 Solving a basic trigonometric equation involving tangent, cotangent, secant,
or cosecant
pcalc022 Solving a trigonometric equation involving a squared function
pcalc024 Solving a trigonometric equation involving more than one function
pcalc025 Solving a trigonometric equation involving an angle multiplied by a constant
pcalc026 Solving a trigonometric equation using sum and difference identities
pcalc027 Solving a trigonometric equation using double-angle identities
pcalc028 Solving a trigonometric equation using half-angle identities
pcalc127 Solving a trigonometric inequality
pcalc031 Solving a triangle with the law of sines: Problem type 1
pcalc032 Solving a triangle with the law of sines: Problem type 2
pcalc033 Solving a triangle with the law of cosines
pcalc060 Magnitude of a vector
pcalc729 Unit vectors
pcalc739 Multiplication of a vector by a scalar
pcalc063 Translation of a vector
pcalc725 Linear combination of vectors: Algebraic approach
B.15. PRECALCULUS
271
pcalc726 Linear combination of vectors: Geometric approach
vector002 Calculating the magnitude and direction of a vector
vector005 Finding the components of a vector
pcalc727 Solving a word problem using vectors
pcalc728 Dot product
pcalc730 Finding the angle between two vectors
vector006 Finding the component of a vector along another vector
pcalc055 Plotting a point in polar coordinates
pcalc056 Converting rectangular coordinates to polar coordinates
pcalc057 Converting polar coordinates to rectangular coordinates
pcalc058 Converting an equation written in rectangular coordinates to one written in
polar form
pcalc059 Converting an equation written in polar form to one written in rectangular
coordinates
pcalc052 Writing a complex number in trigonometric form
pcalc054 De Moivre’s theorem
pcalc724 Finding the nth roots of a number
Systems of linear equations and matrices
alge075 Classifying a system of linear equations
alge076 Solving a system of linear equations
alge077 Creating an inconsistent system of linear equations
pcalc099 Consistency and independence of a system of linear equations
alge078 Solving a word problem using a system of linear equations: Problem
alge184 Solving a word problem using a system of linear equations: Problem
alge224 Solving a word problem using a system of linear equations: Problem
alge192 Solving a word problem using a system of linear equations: Problem
alge172 Solving a word problem using a system of linear equations: Problem
alge079 Graphing a system of linear inequalities
pcalc093 Solving a word problem using a system of linear inequalities
pcalc095 Linear programming
pcalc094 Solving a word problem using linear programming
pcalc709 Addition of matrices and multiplication of a matrix by a scalar
pcalc039 Multiplication of matrices: Basic
pcalc710 Multiplication of matrices: Advanced
pcalc042 Finding the determinant of a 2x2 matrix
pcalc043 Finding the determinant of a 3x3 matrix
pcalc040 Finding the inverse of a 2x2 matrix
pcalc041 Finding the inverse of a 3x3 matrix
pcalc045 Cramer’s rule: Problem type 1
pcalc047 Cramer’s rule: Problem type 2
pcalc711 Using the inverse of a matrix to solve a system of linear equations
type
type
type
type
type
1
2
3
4
5
272
APPENDIX B. PROGRAMS IN ALEKS
pcalc712 Gauss-Jordan elimination with a 2x2 matrix
pcalc046 Augmented matrix and solution set of a system of linear equations
Sequences, series, and probability
pcalc080 Finding the first terms of a sequence
pcalc713 Arithmetic and geometric sequences: Identifying and writing in standard form
pcalc715 Arithmetic sequences
pcalc717 Geometric sequences
pcalc718 Sum of the first n terms of an arithmetic sequence
pcalc719 Sum of the first n terms of a geometric sequence
pcalc720 Sum of a geometric series
pcalc082 Factorial expressions
pcalc088 Permutations and combinations: Problem type 1
pcalc089 Permutations and combinations: Problem type 2
pcalc090 Permutations and combinations: Problem type 3
pcalc087 Binomial formula
stat117 Probabilities of draws with replacement
stat118 Probabilities of draws without replacement
stat119 Venn diagrams: Two events
stat101 Venn diagrams: Word problems
stat106 Outcomes and event probability
stat112 Die rolling
stat114 Probability of intersection or union: Word problems
stat115 Independent events: Basic
stat120 Probability of union: Basic
stat109 Intersection and conditional probability
Conic sections
pcalc067
pcalc068
pcalc069
pcalc605
pcalc064
pcalc065
pcalc066
pcalc734
pcalc071
pcalc072
pcalc073
pcalc074
Graphing a parabola with a horizontal or a vertical axis
Writing an equation of a parabola given the vertex and the focus
Finding the focus of a parabola
Graphing a circle given its equation in standard form
Graphing a circle given its equation in general form
Writing an equation of a circle given its center and a point on the circle
Writing an equation of a circle given the endpoints of a diameter
Graphing an ellipse given its equation in standard form
Graphing an ellipse given its equation in general form
Finding the foci of an ellipse
Writing an equation of an ellipse given the foci and the major axis length
Writing an equation of an ellipse given the center, an endpoint of an axis, and
B.16. AP STATISTICS (QUANTITATIVE)
the length of the other axis
pcalc735 Graphing a hyperbola given its equation in standard form
pcalc076 Graphing a hyperbola given its equation in general form
pcalc077 Finding the foci of a hyperbola
pcalc078 Writing an equation of a hyperbola given the foci and the vertices
pcalc079 Writing an equation of a hyperbola given the foci and the asymptotes
alge191 Midpoint of a line segment in the plane
alge132 Distance between two points in the plane
pcalc736 Classifying conics given their equations
pcalc098 Solving a system of nonlinear equations
pcalc096 Graphing a system of nonlinear inequalities: Problem type 1
B.16
AP Statistics (Quantitative)
Mathematical Readiness
arith048 Order of operations: Problem type 1
arith051 Order of operations: Problem type 2
arith220 Decimal place value
arith221 Rounding decimals
arith226 Converting between percentages and decimals
arith030 Percentage of a whole number
arith069 Writing a ratio as a percentage
arith090 Converting a percentage to a fraction
arith002 Converting a fraction to a percentage
stat022 Summation of indexed data
alge006 Solving a linear equation: Problem type 1
alge011 Solving a linear equation with several occurrences of the variable: Problem type
1
alge013 Solving a linear equation with several occurrences of the variable: Problem type
3
alge256 Y-intercept of a line
alge257 X- and y-intercepts of a line given the equation in standard form
alge070 Writing an equation of a line given the slope and the y-intercept
alge197 Graphing a line given the x- and y-intercepts
alge194 Graphing a line given its equation in slope-intercept form
alge196 Graphing a line through a given point with a given slope
Descriptive Statistics
stat904 Interpreting pie charts
273
274
APPENDIX B. PROGRAMS IN ALEKS
stat901
stat844
stat702
stat703
stat717
stat718
stat164
stat165
stat023
stat831
stat827
stat706
stat902
stat007
stat719
stat009
stat021
stat011
stat729
stat730
stat798
stat025
stat905
Computations from pie charts
Double bar charts
Histograms for grouped data
Frequency polygons for grouped data
Interpreting relative frequency histograms
Cumulative distributions and ogives
Comparing means without calculation
Comparing standard deviations without calculation
Box-and-whisker plots
Interpreting a stem-and-leaf display
Using back-to-back stem-and-leaf displays to compare data sets
Mean, median, and mode: Computations
Rejecting unreasonable claims based on average statistics
Weighted mean: Tabular data
Estimating the mean of grouped data
Percentiles
Population standard deviation
Sample standard deviation
Estimating the standard deviation of grouped data
Chebyshev’s theorem and the empirical rule
Mean, median, and mode: Comparisons
Transforming the mean and standard deviation of data sets
Making reasonable inferences based on proportion statistics
Probability
stat782
stat788
stat789
stat790
stat117
stat118
stat119
stat100
stat101
stat106
stat226
stat114
stat115
stat120
stat104
stat102
stat850
Factorial expressions
Combinations
Permutations
Permutations, combinations, and the multiplication principle for counting
Probabilities of draws with replacement
Probabilities of draws without replacement
Venn diagrams: Two events
Venn diagrams: Three events
Venn diagrams: Word problems
Outcomes and event probability
Die rolling
Probability of intersection or union: Word problems
Independent events: Basic
Probability of union: Basic
Mutually exclusive events: Two events
Mutually exclusive events: Three events
Probability of independent events
B.16. AP STATISTICS (QUANTITATIVE)
stat105
stat103
stat113
stat020
stat116
stat851
stat109
stat107
stat108
stat756
stat110
stat111
Independent events: Two events
Independent events: Three events
The curious die
Calculating relative frequencies in a contingency table
Conditional probability: Basic
Probability of dependent events
Intersection and conditional probability
Conditional probability: Mutually exclusive events
Conditional probability: Independent events
Tree diagrams for conditional probabilities
Law of total probabilities
Bayes’ theorem
Random Variables
stat777
stat142
stat151
stat143
stat149
stat150
stat153
stat145
stat146
stat147
stat148
Classification of variables and levels of measurement
Discrete versus continuous variables
Discrete probability distribution: Basic
Discrete probability distribution: Word problems
Cumulative distribution function
Expectation and variance of a random variable
Rules for expectation and variance of random variables
Marginal distributions of two discrete random variables
Joint distributions of dependent or independent random variables
Probabilities of two random variables given their joint distribution
Conditional probabilities of two random variables given their joint distribution
Distributions
stat156
stat174
stat155
stat157
stat760
stat160
stat159
stat161
stat162
stat163
stat173
stat170
stat187
Binomial problems: Mean and standard deviation
Binomial problems: Basic
Binomial problems: Advanced
Standard normal probabilities
Standard normal values: Basic
Standard normal values: Advanced
Normal versus standard normal density curves
Normal distribution raw scores
Mean and deviation of a normal distribution
Normal distribution: Word problems
t distribution
Chi-square distribution
Normal approximation to binomial
275
276
APPENDIX B. PROGRAMS IN ALEKS
stat185 Central limit theorem: Sample mean
stat186 Central limit theorem: Sample sum
stat188 Central limit theorem: Sample proportion
Inferential Statistics
stat200
stat201
stat755
stat202
stat203
stat205
normal
stat206
bution
stat207
stat300
stat190
stat192
stat194
stat301
stat302
stat303
stat305
stat309
stat306
stat307
stat319
stat320
stat321
Selecting a distribution for inferences on the population mean
Confidence interval for the population mean: Use of the standard normal
Choosing an appropriate sample size
Confidence interval for the population mean: Use of the t distribution
Confidence interval for a population proportion
Confidence interval for the difference of population means: Use of the standard
Confidence interval for the difference of population means: Use of the t distriConfidence interval for the difference of population proportions
Determining null and alternative hypotheses
Type I and Type II errors
Type I and Type II errors and power
Effect size, sample size, and power
Hypothesis test for the population mean: Z test
Hypothesis test for the population mean: t test
Hypothesis test for a population proportion
Hypothesis test for the difference of population means: Z test
Hypothesis test for the difference of population means: Paired comparisons
Hypothesis test for the difference of population means: t test
Hypothesis test for the difference of population proportions
Contingency tables: Expected frequencies
Chi-square goodness-of-fit test
Chi-square test of independence
Regression and Correlation
stat339 Sketching the least-squares regression line
stat333 Linear relationship and the sample correlation coefficient
stat340 Predictions from the least-squares regression line
stat930 Computing the sample correlation coefficient and the coefficients for the leastsquares regression line
stat931 Explained and unexplained variation and the least-squares regression line
stat325 Confidence intervals and prediction intervals from simple linear regression
stat947 Hypothesis tests for the correlation coefficient and the slope of the least-squares
regression line
Index
assessments, automatic (UG) 169
assessments, canceling 70, 89
assessments, changing of 70
assessments, completion 17
assessments, final 181
assessments, initial 16
assessments, initial, continued 13, 16
assessments, lengthy 181
assessments, login time 17
assessments, progress 17
assessments, purpose of 15
assessments, purpose of (UG) 169
assessments, requested 17
assessments, requested, on selected slices 17
assessments, requesting 67, 89
assessments, restricting 101
assessments, results of (UG) 169
assessments, rules for 16
assessments, rules for (UG) 173
assessments, scheduled 85
assessments, scheduling of 16, 67, 70, 89
assessments, when to order 136
assigning learning rates 86
asymptotes, graphing with 27
authorization of registration 9
authorizing a student account 107, 72
automatic assessments, blocking, Advanced Teacher
Module 92
automatic assessments, blocking, Teacher Module
68
availability of quizzes, Teacher Module 71, 95
Average, Class Report 61, 88
Average Report, display options for 61
basic interface, Teacher Module 45
blocking automatic assessments, Advanced Teacher
Module 92
(UG) = User’s Guide (Appendix A)
——————————
absolute values, entering 24
Access Code 8
access, restricting 101
Advanced options, class account 102
Advanced options, Teacher account 100
Advanced Teacher Module 72
ALEKS account, extending (UG) 180
ALEKS account, renewing (UG) 180
ALEKS educational paradigm 127
ALEKS, what is 1
America Online requirements (UG) 166
Answer Editor, graphing 26
Answer Editor, help with (UG) 171
Answer Editor, histograms 28
Answer Editor, manipulators for mathematical
expressions 19
Answer Editor, mathematical expressions in
20
Answer Editor, number line 25
Answer Editor, purpose of (UG) 168
Answer Editor, what is 18
arithmetic facts 119
Ask a Friend 101
Ask a Friend button 44
assessment, first 13
assessment, in Knowledge Space Theory 145
Assessment Mode 15
Assessment options, class account 102
Assessment Report, format 29
Assessment Report, interpreting 29
Assessment Report, progress bars in 31
Assessment Report, viewing (UG) 171
Assessment Report, what is 29
assessments, automatic 17
277
278
blocking automatic assessments, Teacher Module
68
bulletin board for teachers 78
buttons, Assessment Mode 18
buttons, Learning Mode 34
Calculator button 35
calculator, disabling 101
calculator, use of with ALEKS (UG) 173
Cancel Assessment button 89
class account, creating 101, 48
class account, editing 103, 49
class account, moving from one instructor to
another 103
class account, moving from one teacher to another 52
Class Admin, in Teacher Module 48
class assessment, canceling, Advanced Teacher
Module 89
class assessment, scheduling, Advanced Teacher
Module 89
Class Code 8
Class Code, how to obtain 101, 103, 48, 49
Class Code (UG) 166
class, deleting 103, 50
Class Program button 103
class program, selecting 103
Class Progress 53
Class Progress, display options for, Advanced
Teacher Module 82
Class Progress, display options for, recommended
83
Class Progress, Full progress over last 3 months
85
Class Progress, Full progress over last 6 months
58, 85
Class Progress, Full progress over last month
85
Class Progress, Most recent progress 84
Class Progress, Most recent progress only 84
Class Progress, Progress in learning mode 57,
83
Class Progress, Progress over last 3 months
84
Class Progress, Progress over last 6 months
INDEX
84
Class Progress, Progress over last month 84
Class Progress, report style for, Advanced Teacher
Module 82
Class Progress, sorting in 54, 86
Class Progress, statistical information in 54,
85
Class Progress, Total progress 59, 84
Class Progress, viewing, Advanced Teacher Module
82
Class Report, Average 61, 88
Class Report, display options for, Advanced
Teacher Module 88
Class Report, Ready to learn 62, 88
Class Report, Scheduled assessment 60
Class Report, viewing, Advanced Teacher Module
87
Class Report, What students can do 62, 88
class results for quiz 63
classroom integration of ALEKS 134
classroom teaching with ALEKS 128
Cleanup Tools 100, 101
Clear button, Answer Editor 20
Clear Records 100
Clear Stats 100
Compose Message button 97
computer lab, checking 7
conic sections, graphing 27
Content Editor 110
Content options, class account 102
coordinates, non-integer, graphing with 27
course content, modifying 110
courses, planning and structuring 129
crashing, how to fix 181
Dictionary, access to 41
Dictionary button 35
Dictionary, searching (UG) 171
display options for Average Report 61
display options for Class Progress, Advanced
Teacher Module 82
display options for Class Report, Advanced
Teacher Module 88
distance learning with ALEKS 134, 136
domain address 102, 89, 92
INDEX
domain, in Knowledge Space Theory 141
downloading in Excel format 80, 86, 95
downloading in spreadsheet format 80, 86, 95
Edit button 100, 103, 106
educational paradigm in ALEKS 127
English menu 34
Enroll in Class button 105
enrolling students in a class 105, 50
enrollment, restricting 101
eraser tool 27
Exit button 34
exiting ALEKS 34
expiration date of student account 106
explanation page in Learning Mode 39
exponents, entering 24
extending an ALEKS account (UG) 180
facts, arithmetic 119
facts, math 119
FAQ 153
FAQ (UG) 175
features in ALEKS (UG) 171
feedback in Learning Mode 42
focusing instruction with ALEKS 89
fractions, entering 22
freezing, how to fix 181
frequently asked questions 153
frequently asked questions (UG) 175
Full progress over last 3 months, Class Progress
85
Full progress over last 6 months, Class Progress
58, 85
Full progress over last month, Class Progress
85
grading with quizzes, Teacher Module 71, 95
grading with scheduled assessments, Advanced
Teacher Module 91
grading with scheduled assessments, Teacher
Module 69
graphing, Answer Editor for 26
graphing conic sections 27
graphing points with non-integer coordinates
27
graphing with asymptotes 27
graph P tool 27
279
graph x tool 27
graph y tool 27
grouping students 86, 89, 92, 97
guidelines for ALEKS use (UG) 173
Help button, Advanced Teacher Module 78
Help button 37
help, context-sensitive 37
help, in Advanced Teacher Module 78
help, online (UG) 171
histogram, adding and subtracting bars in 28
histograms, Answer Editor for 28
histogram, setting bars to any value in 28
How do I, in Teacher Module 46
independent study with ALEKS 136
individual results for quiz 67
inner fringes, in Knowledge Space Theory 144
installation of ALEKS plugin 6
installation of ALEKS plugin (UG) 172
instances, in Knowledge Space Theory 141
instruction, planning and focusing 131
integrating a textbook 103
Intermediate Objectives 107
Internet access 5
Internet access (UG) 166
introduction 1
item page in Learning Mode 38
items in Algebra 1 237
items in Algebra 2 249
items in AP Statistics (Quantitative) 273
items in High School Geometry 245
items, in Knowledge Space Theory 141
items in Mathematics - LV3 183
items in Mathematics - LV4 186
items in Mathematics - LV5 191
items in Mathematics - LV6 / Essential Mathematics 197
items in Middle School Geometry 227
items in Middle School Math 1 205
items in Middle School Math 2 211
items in Middle School Math 3 / Foundations
of High School Math 218
items in Pre-Algebra 228
items in PreCalculus 266
items in PreCalculus without Trigonometry /
280
College Algebra 260
items in Trigonometry 257
items, programs, standards 113
items, what are 114
keyboard shortcuts, Answer Editor 19
Knowledge Spaces, bibliography 146
Knowledge Spaces, history 141
knowledge spaces, in Knowledge Space Theory
143
Knowledge Spaces, Theory 141
Knowledge Spaces, what are 141
knowledge states, in Knowledge Space Theory
142
knowledge structures, in Knowledge Space Theory
143
language menu 34
Learning log, viewing, Advanced Teacher Module
82
Learning log, viewing, Teacher Module 66
Learning Mode, access to (UG) 170
Learning Mode, beginning 13
Learning Mode, collaborative help in 44
Learning Mode, explanation page 39
Learning Mode, feedback in 42
Learning Mode, interface 38
Learning Mode, item page 38
Learning Mode, practice page 39
Learning Mode, progress in (UG) 170
Learning Mode, review in 42
Learning Mode, rules for (UG) 173
Learning Mode, what is 33
Learning Mode, wrong answer page 41
Learning options, class account 102
learning rates, assigning 111, 86
learning rates in ALEKS 138
limiting scheduled assessments, Advanced Teacher
Module 92
limiting scheduled assessments, Teacher Module
68
lists, entering 23
logging on to ALEKS (UG) 171
Login Name (UG) 167
login, unsuccessful 180
Macintosh requirements 5
INDEX
Macintosh requirements (UG) 166
mailing list for teachers 78
Mail options, Teacher account 100
makeup quizzes 96
manual, structure and use of 1
materials, supplementary (UG) 173
mathematical expressions, advanced 24
mathematical expressions, Answer Editor for
20
mathematical expressions, types of 22
mathematical expressions, using in Message
Center 97
mathematical signs, in Answer Editor 21
math facts 119
math lab, in structured course 134
math lab, supervised 134
matrices, entering 24
Message button 36
Message button, Teacher Module 98
Message Center 97, 98
Message Center, use of mathematical expressions in 97
messages, checking, Teacher Module 98
message, sending to student or class 97
messages, how students receive (UG) 171
message with scheduled assessments, Advanced
Teacher Module 91
mixed numbers, entering 23
mixed numbers, problems with 181
monitoring class progress 135
monitoring individual progress 135
monitoring student use of ALEKS 135
Most recent assessment only, Class Progress
84
Most recent progress, Class Progress 84
moving a student to a new class 136
moving students from one class to another 105,
50
MyPie button 37
MyPie (UG) 171
New Class button 101
New Teacher button 99
number line, Answer Editor for 25
objectives, intermediate 107
INDEX
Options button 34
orientation for students 8
outer fringes, in Knowledge Space Theory 144
parentheses, in Answer Editor 21
Password, changing (UG) 171
Password, obtaining (UG) 167
PC requirements 5
PC requirements (UG) 166
pencil tool 26
percentages, entering 22
pie chart, interpretation of (UG) 169
pie chart, reduced 181
plugin, downloading and installing 6
plugin, downloading and installing (UG) 172
practice page in Learning Mode 39
preparation for teachers 5
Print button 35
printing, problems 182
printing, procedure for 35
Program Editor, buttons 118
Program Editor, fields 117
Program Editor, using 118
Program Editor, what is 116
programs in ALEKS 183
programs, modifying 138
programs, what are 114
Progress button 79, 82
Progress in learning mode, Class Progress 57,
83
Progress over last 3 months, Class Progress
84
Progress over last 6 months, Class Progress
84
Progress over last month, Class Progress 84
progress reporting in QuickTables 124
quick start 3
QuickTables, additional features 125
QuickTables, advanced options in 125
QuickTables 119
QuickTables, reporting in 124
QuickTables, setting up 119
QuickTables, student use 121
QuickTables (UG) 173
QuickTables, worksheets in 125
281
Quiz button, Advanced Teacher Module 93
Quiz button 36
quiz, class results 63
quiz, creating 70, 94
quiz, creating makeup 70, 94
quiz, deleting 71, 95
quiz, editing 71, 95
quiz, individual results 67
quiz (UG) 171
quizzes, availability of, Teacher Module 71,
95
quizzes, grading with, Teacher Module 71, 95
quizzes, makeup 96
quizzes, viewing 93
Ready to learn, Class Report 62, 88
ready to learn items, significance of 30
region tool 26
registration, authorization of 9
registration in ALEKS 8
registration in ALEKS (UG) 166
regularity of ALEKS use (UG) 173
renewing an ALEKS account (UG) 180
repeating decimals, entering 23
Report button, Advanced Teacher Module 81,
87
Report button 35
reporting in QuickTables 124
Reporting, in Teacher Module 53
report style for Class Progress, Advanced Teacher
Module 82
Report Tutorial 13
Request Assessment button 89
Results & Progress, Advanced Teacher Module
75
review 42
Review button 36
review, extensive 42
reviewing past material (UG) 171
Schedule Assessment button 89
Scheduled assessment, Class Report 60
scheduled assessment menu 85
scheduled assessments, grading with, Advanced
Teacher Module 91
scheduled assessments, grading with, Teacher
282
Module 69
scheduled assessments, limiting, Advanced Teacher
Module 92
scheduled assessments, limiting, Teacher Module
68
scheduled assessments, message with, Advanced
Teacher Module 91
School Admin, in Teacher Module 51
Selector (Advanced Teacher Module) 77
self-paced learning with ALEKS 134
Server Stats button 98
server usage 98
session control 34
set notation, entering 24
setting up QuickTables 119
setup guide for teachers 5
slowness, how to fix 181
small-group instruction with ALEKS 134
sorting in Class Progress 54, 86
Spanish translation 34
special keys, Answer Editor 20
square roots, entering 23
square roots with multiplier, entering 24
Standards & Programs, Advanced Teacher Module
113
standards, what are 114
State standards report for an individual student 64, 82
State standards report for class 55, 87
State standards report (student account) 30
statistical information in Class Progress 54,
85
Status options, class account 101
structure 137
student account, authorizing 107, 72
student account, editing 106, 49
student account, expiration date of 106
student assessment, canceling, Advanced Teacher
Module 89
student assessment, canceling, Teacher Module
70
student assessment, changing, Teacher Module
70
student assessment, scheduling, Advanced Teacher
INDEX
Module 89
student assessment, scheduling, Teacher Module
67, 70
student password, changing 106, 49
student progress, viewing, Advanced Teacher
Module 79
student progress, viewing, Teacher Module 65
student reports, dating of 81
student report, viewing, Advanced Teacher Module
81
student report, viewing, Teacher Module 66
students, grouping 86, 89, 92, 97
students, how to register 4
students, preparing for ALEKS 130
student, unenrolling 50
Student User Guide 165
support and consultation 163
system requirements 5
system requirements (UG) 166
Taking Actions, in Teacher Module 67
teacher account, creating 51, 99
teacher account, deleting 100, 52
teacher account, editing 100, 49, 52
Teacher Module, Advanced, access to 77
Teacher Module, Advanced 72
Teacher Module, Advanced, buttons in 115
Teacher Module, Advanced, editing programs
116
Teacher Module, Advanced, entering 73
Teacher Module, Advanced, levels of privilege
77
Teacher Module, Advanced, navigation and
use of 115
Teacher Module, Advanced, online help 78
Teacher Module, Advanced, Results & Progress
75
Teacher Module, Advanced, Standards & Programs 113
Teacher Module, Advanced, tutorial for 73
Teacher Module, Advanced, what is 75
Teacher Module, basic interface 45
Teacher Module 7
Teacher Module, suggestions for use 127
teacher password, changing 51
INDEX
teaching with ALEKS, suggestions for 127
technical requirements 5
technical requirements (UG) 166
technical support 163
textbook integration 103
time to completion, current objective 54, 85
topics mastered, complete list of 66, 82
Total progress, Class Progress 59, 84
troubleshooting 180
Tutorial, Advanced Teacher Module 73, 75
Tutorial, Advanced Teacher Module, return to
77
Tutorial, purpose of 12
Tutorial, purpose of (UG) 168
typing input, problems 181
Undo button, Answer Editor 20
unenrolling a student 50
unenrolling students from a class 105, 50
units, answers with 23
What students can do, Class Report 62, 88
worksheet 43
Worksheet button 36
worksheets, answers to 43
worksheets in QuickTables 125
worksheets, records of 43
worksheet (UG) 171
wrong answer page in Learning Mode 41
283
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