| name | writing_10day_test_prep |
| description | How to write the "Grade 7 Math — 10-Day Test Prep" book — day files, environments, state handling, and generation |
Grade 7 Math — 10-Day Test Prep — Complete Guide
Overview
"Grade 7 Math — 10-Day Test Prep" is a rapid-review study guide that covers all 56 core CCSS Grade 7 math topics in 10 days. It is designed for students preparing for state-wide standardized tests. Unlike the "In 30 Days" book which teaches concepts from scratch, this book assumes students have already learned the material during the school year and need a confident, stress-free review.
All 10 days are review days. Each day covers 4–6 topics through ultra-compact "review cards," followed by mixed test-style practice problems. The tone is calming, encouraging, and confidence-building — never panicky or high-pressure.
The entire book must be < 100 pages (target ~80–95 pages). Students can't read too much in 10 days — keep everything ultra-compact. Content is review-only: one brief reminder per topic, one quick example, and 2–3 practice problems per topic. No full teaching sequences.
Key Stats
| Metric | Value |
|---|
| Total days | 10 |
| Review days | 10 (all days) |
| Topics per day | 4–6 |
| Core CCSS topics | 56 |
| Additional state topics | 14 (delivered as bonus review cards) |
| Modified core topics | 11 files / 11 unique core IDs (produce variant day files) |
| States with modifications | 7 (AK, FL, IN, MN, OK, TX, VA) |
| Chapters | None (continuous 10-day flow) |
Page Budget
| Component | Pages |
|---|
| Front matter (welcome, how-to-use, 10-day plan, tips) | ~6 |
| Day openers (10 × 1 page) | 10 |
| Day content (review cards + practice) | ~50–60 |
| Test-day tips appendix | ~2 |
| Answer key | ~8–10 |
| Total | ~80–95 |
Per-day targets:
- 4-topic day: opener (1 pg) + review cards (~2 pg) + practice (~2 pg) = ~5–6 pages
- 5-topic day: opener (1 pg) + review cards (~2.5 pg) + practice (~2.5 pg) = ~6–7 pages
- 6-topic day: opener (1 pg) + review cards (~3 pg) + practice (~2.5 pg) = ~7–8 pages
How It Differs from Other Book Types
| Aspect | In 30 Days | 10-Day Test Prep |
|---|
| Purpose | Teach from scratch | Review & build confidence |
| Duration | 30 days | 10 days |
| Topics per day | 1–2 | 4–6 |
| Content depth | Full lesson + worked example | Review card (key rule + 1 example) |
| Practice per topic | 3–4 problems | 2–3 problems |
| Tone | Enthusiastic teaching | Calm, reassuring review |
| Color theme | Orange (energetic) | Teal/green (calming) |
| Class file | in30Days.cls | testPrep10.cls |
| Style package | VMfunDays.sty | VMtestPrep.sty |
| Mascot role | Daily companion | Confidence coach |
| Chapter structure | 9 chapters | No chapters (continuous) |
| Session length | 20–25 min | 25–35 min |
Prerequisites
The following files must be created or copied from Grade 3 and adapted before writing day content:
| File | Source | Notes |
|---|
testPrep10.cls | Copy from Grade 3, adjust grade-level references | Document class (teal/green theme, no chapters) |
VM_packages/VMtestPrep.sty | Copy from Grade 3 | Test-prep-specific environments |
test_prep_main.tex | Copy from Grade 3, update paths | Master document (template) |
File Structure
testPrep10.cls # Document class (teal/green theme, no chapters)
test_prep_main.tex # Master document (template)
VM_packages/VMtestPrep.sty # Test-prep-specific environments
topics_in10days/ # Core day files (CCSS baseline)
day-01-ratios-and-proportional-relationships.tex
day-02-percents-in-everyday-life.tex
day-03-percent-error-integers-and-rational-basics.tex
day-04-rational-operations-and-expression-foundations.tex
day-05-expressions-and-two-step-equations.tex
day-06-equations-inequalities-and-scale-drawings.tex
day-07-geometric-figures-angles-and-circles.tex
day-08-circles-area-volume-and-statistics.tex
day-09-comparing-populations-and-probability.tex
day-10-probability-models-and-compound-events.tex
topics_in10days_modified/ # Modified day files (state-specific)
day-01-ratios-and-proportional-relationships.tex # OK: ch01-06 mod
day-02-percents-in-everyday-life-minnesota.tex # MN: ch02-01 mod
day-02-percents-in-everyday-life-v1.tex # FL,TX: ch02-06 mod
day-03-percent-error-integers-and-rational-basics.tex # VA: ch03-01 mod
day-04-rational-operations-and-expression-foundations.tex # AK: ch03-08 mod
day-07-geometric-figures-angles-and-circles-indiana.tex # IN: ch06-03 mod
day-07-geometric-figures-angles-and-circles-virginia.tex # VA: ch06-06 mod
day-08-circles-area-volume-and-statistics.tex # OK,TX: ch08-01 mod
day-09-comparing-populations-and-probability-v1.tex # FL,IN,MN,VA: ch08-03 mod
day-09-comparing-populations-and-probability-v2.tex # AK,OK,TX: ch08-04 mod
day-10-probability-models-and-compound-events.tex # FL,TX: ch09-03 mod
topics_in10days_additional/ # Bonus review cards (state-specific)
bonus-ch01-07-proportional-reasoning-with-scale-models.tex
bonus-ch02-08-personal-financial-literacy.tex
bonus-ch02-09-financial-literacy-budgeting-saving-and-investing.tex
bonus-ch02-10-compound-interest-introduction.tex
bonus-ch03-09-introduction-to-square-roots.tex
bonus-ch03-10-rational-number-operations-in-extended-contexts.tex
bonus-ch03-11-introduction-to-scientific-notation.tex
bonus-ch04-07-laws-of-exponents.tex
bonus-ch06-07-transformations-on-the-coordinate-plane.tex
bonus-ch06-08-similar-figures-and-proportions.tex
bonus-ch07-07-cylinder-surface-area-and-volume.tex
bonus-ch08-05-stem-and-leaf-plots.tex
bonus-ch08-06-circle-graphs.tex
bonus-ch08-07-data-displays-extended.tex
initial_pages/test_prep/ # Front matter
00-welcome.tex
01-how-to-use.tex
02-test-taking-tips.tex
03-what-youll-need.tex
06-my-test-tracker.tex
Note: Grade 7 uses the correct spelling topics_modified/ (no typo).
The 10-Day Plan
Design Rationale
The day-to-topic mapping was designed using these principles:
- All 10 days review — no filler days or rest days. Every day covers real content.
- 4–6 topics per day — flexible range based on topic weight and complexity. Grade 7 has 56 core topics (vs 44 in Grade 6), so days average ~5.6 topics.
- Conceptual grouping — topics within a day are related so students can see connections.
- Chapter-aligned flow — follows the natural chapter order (Ratios → Percents → Rational Numbers → Expressions → Equations → Geometry → Circles/Area → Statistics → Probability) for easy cross-referencing with the All-in-One book.
- Cross-chapter bridging — with 9 chapters spread across 10 days, some days bridge two chapters. Bridging occurs at natural transition points (e.g., the last topic of Chapter 2 pairs with the first topics of Chapter 3).
- Modification-aware grouping — modified topics are grouped to minimize variant files. In particular, ch08-03 (FL,IN,MN,VA) and ch08-04 (AK,OK,TX) have disjoint state sets and are kept on the same day (Day 9) for exactly 2 clean variant files.
- Lighter days for harder content — Day 9 (statistics compare + probability start) has only 4 topics since comparing populations requires careful reasoning. Day 10 has 5 topics but they share a common probability theme.
Topic Weight Analysis
Topic files were analyzed by line count (from topics/) to assess content complexity:
| Weight | Line Range | Examples |
|---|
| Light | 40–46 | ch08-02 (40), ch08-03 (40), ch07-03 (42), ch09-02 (42), ch09-05 (42), ch07-01 (45), ch02-05 (46), ch02-07 (46) |
| Medium | 48–56 | ch06-02 (48), ch03-07 (49), ch08-04 (49), ch02-01 (50), ch03-06 (51), ch03-08 (51), ch04-01 (52), ch05-02 (52), ch06-03 (52), ch04-02 (54), ch03-02 (55), ch04-04 (56), ch05-03 (56) |
| Heavy | 57–69 | ch05-06 (57), ch06-04 (57), ch04-06 (58), ch01-06 (59), ch03-03 (59), ch01-01 (60), ch05-05 (62), ch01-04 (65), ch01-05 (66), ch01-02 (67), ch01-03 (69) |
Key insight: Grade 7 topic files are compact (max 69 lines). The heaviest topics are concentrated in Chapter 1 (Ratios & Proportional Relationships) — the foundational chapter. For review purposes, even heavy topics become a single ~⅓ page review card.
Complete Day-to-Topic Mapping
Day 1 — Ratios & Proportional Relationships (6 topics)
| # | ID | Topic | Weight |
|---|
| 1 | ch01-01 | Unit Rates with Fractions | Heavy (60) |
| 2 | ch01-02 | Recognizing Proportional Relationships | Heavy (67) |
| 3 | ch01-03 | Finding the Constant of Proportionality | Heavy (69) |
| 4 | ch01-04 | Writing Equations for Proportional Relationships | Heavy (65) |
| 5 | ch01-05 | Graphing Proportional Relationships | Heavy (66) |
| 6 | ch01-06 | Applying Proportional Reasoning to Real-World Problems | Heavy (59) |
Theme: "Proportional Relationships Master" — The cornerstone of Grade 7 math. Students review unit rates with fractions, recognizing proportional relationships in tables and graphs, the constant of proportionality, writing equations like $y = kx$, graphing proportional relationships (interpreting $(0,0)$ and $(1,r)$), and applying proportional reasoning to multi-step problems. Despite all topics being "heavy" in the full curriculum, the review cards are compact: state the definition, show one example.
Modifications: ch01-06 modified by OK — adds estimation as a fifth strategy alongside ratio tables, tape diagrams, unit rates, and equations. Every worked example includes estimate-first step and reasonableness check.
→ 1 variant file (OK)
Bonuses after Day 1:
- ch01-07 Proportional Reasoning with Scale Models (OK)
Day 2 — Percents in Everyday Life (6 topics)
| # | ID | Topic | Weight |
|---|
| 1 | ch02-01 | Solving Percent Problems | Medium (50) |
| 2 | ch02-02 | Connecting Percents and Proportions | Medium (56) |
| 3 | ch02-03 | Percent Increase and Decrease | Medium (54) |
| 4 | ch02-04 | Markups, Discounts, and Sales Tax | Medium (50) |
| 5 | ch02-05 | Tips, Commissions, and Fees | Light (46) |
| 6 | ch02-06 | Simple Interest: Earning and Paying Interest | Medium (52) |
Theme: "Percents & Financial Math" — All the everyday percent applications in one day: solving percent problems, connecting percents to proportions (part/whole = %/100), percent increase and decrease, markups/discounts/sales tax, tips/commissions, and simple interest ($I = Prt$). A natural grouping that covers real-world financial math.
Modifications: ch02-01 modified by MN — adds explicit real-world financial contexts for percent problems (discount, markup, tax, tip computations). ch02-06 modified by {FL, TX} — expands simple interest with additional financial contexts (savings account comparisons, loan interest).
→ 2 variant files:
- minnesota (MN): ch02-01 modified only
- v1 (FL, TX): ch02-06 modified only
Bonuses after Day 2:
- ch02-08 Personal Financial Literacy (MN, OK, TX)
- ch02-09 Financial Literacy — Budgeting, Saving, and Investing (TX)
- ch02-10 Compound Interest Introduction (TX)
Day 3 — Percent Error, Integers & Rational Number Basics (5 topics)
| # | ID | Topic | Weight |
|---|
| 1 | ch02-07 | Percent Error: How Close Are Your Estimates? | Light (46) |
| 2 | ch03-01 | Integers and Their Opposites | Medium (53) |
| 3 | ch03-02 | Adding Integers | Medium (55) |
| 4 | ch03-03f | Subtracting Integers | Heavy (59) |
| 5 | ch03-04 | Adding and Subtracting Rational Numbers | Medium (52) |
Theme: "Percent Error & Integer Foundations" — Wraps up Chapter 2 with the percent error formula ($\text{percent error} = \frac{|\text{estimated} - \text{actual}|}{|\text{actual}|} \times 100$), then transitions to Chapter 3's integer and rational number operations. Students review integer concepts (opposites, absolute value), adding integers on number lines, subtracting integers (add the opposite: $p - q = p + (-q)$), and extending to rational numbers.
Modifications: ch03-01 modified by VA — expands opposites and absolute value with additional ordering, comparison, and number-line contexts. Includes comparing and ordering rational numbers in multiple forms using inequality symbols.
→ 1 variant file (VA)
Day 4 — Rational Operations & Expression Foundations (6 topics)
| # | ID | Topic | Weight |
|---|
| 1 | ch03-05 | Multiplying Integers and Rational Numbers | Medium (56) |
| 2 | ch03-06 | Dividing Integers and Rational Numbers | Medium (51) |
| 3 | ch03-07 | Converting Rational Numbers to Decimals | Medium (49) |
| 4 | ch03-08 | Solving Real-World Problems with Rational Numbers | Medium (51) |
| 5 | ch04-01 | Writing and Evaluating Expressions | Medium (52) |
| 6 | ch04-02 | Simplifying Expressions by Combining Like Terms | Medium (54) |
Theme: "Complete Rational Operations & Expression Start" — Finishes Chapter 3 (multiply/divide rational numbers, convert to decimals, multi-step real-world problems) and begins Chapter 4 (write/evaluate expressions, combine like terms). A bridging day that flows naturally from numerical fluency into algebraic thinking.
Modifications: ch03-08 modified by AK — same rational-number problem-solving content but all examples use Alaska-relevant data: winter temperatures, fisheries catch data, elevation changes, and subsistence economy contexts.
→ 1 variant file (AK)
Bonuses after Day 4:
- ch03-09 Introduction to Square Roots (VA)
- ch03-10 Rational Number Operations in Extended Contexts (AK)
- ch03-11 Introduction to Scientific Notation (VA)
Day 5 — Expressions & Two-Step Equations (6 topics)
| # | ID | Topic | Weight |
|---|
| 1 | ch04-03 | Expanding Expressions with the Distributive Property | Medium (52) |
| 2 | ch04-04 | Factoring Expressions | Medium (56) |
| 3 | ch04-05 | Adding and Subtracting Linear Expressions | Medium (52) |
| 4 | ch04-06 | Rewriting Expressions to Solve Problems | Heavy (58) |
| 5 | ch05-01 | Writing Two-Step Equations from Word Problems | Medium (52) |
| 6 | ch05-02 | Solving Two-Step Equations | Medium (52) |
Theme: "Expression Mastery & Equation Start" — Completes Chapter 4 (distributive property, factoring, combining expressions, rewriting for insight: $a + 0.05a = 1.05a$) and begins Chapter 5 (writing and solving $px + q = r$). The bridge from expressions to equations is seamless — factoring and expanding prepare students for equation solving.
Modifications: None.
Bonuses after Day 5:
- ch04-07 Laws of Exponents (FL, VA)
Day 6 — Equations, Inequalities & Scale Drawings (6 topics)
| # | ID | Topic | Weight |
|---|
| 1 | ch05-03 | Solving Equations with the Distributive Property | Medium (56) |
| 2 | ch05-04 | Solving Multi-Step Problems with Rational Numbers | Medium (56) |
| 3 | ch05-05 | Writing and Solving Inequalities | Heavy (62) |
| 4 | ch05-06 | Graphing Solutions to Inequalities on a Number Line | Heavy (57) |
| 5 | ch06-01 | Understanding and Using Scale Drawings | Light (46) |
| 6 | ch06-02 | Reproducing Scale Drawings at a Different Scale | Light (48) |
Theme: "Equations Complete & Scale Drawings" — Finishes Chapter 5 (equations with distributive property, multi-step rational number problems, writing/solving inequalities, graphing on number lines) and begins Chapter 6 with scale drawings. The two scale drawing topics are light-weight and provide a change of pace after the algebraic intensity.
Modifications: None.
Day 7 — Geometric Figures, Angles & Circle Basics (6 topics)
| # | ID | Topic | Weight |
|---|
| 1 | ch06-03 | Drawing Geometric Figures with Given Conditions | Medium (52) |
| 2 | ch06-04 | Constructing Triangles from Three Measurements | Heavy (57) |
| 3 | ch06-05 | Cross-Sections of Three-Dimensional Figures | Medium (50) |
| 4 | ch06-06 | Angle Relationships: Supplementary, Complementary, and Vertical | Medium (53) |
| 5 | ch07-01 | Parts of a Circle | Light (45) |
| 6 | ch07-02 | Circumference of a Circle | Light (45) |
Theme: "Geometry & Circle Foundations" — Completes Chapter 6 (geometric constructions, triangle conditions, cross-sections, angle relationships) and begins Chapter 7 with circle basics (parts of a circle, circumference formula $C = \pi d$ or $C = 2\pi r$). The two circle topics are light-weight, providing balance for the more complex geometry content.
Modifications: ch06-03 modified by IN — adds explicit requirements for justifying each step in geometric constructions, including technology-based construction methods. ch06-06 modified by VA — adds connections to congruence and similarity concepts, plus more complex multi-step angle problems with algebraic expressions.
→ 2 variant files:
- indiana (IN): ch06-03 modified only
- virginia (VA): ch06-06 modified only
Bonuses after Day 7:
- ch06-07 Transformations on the Coordinate Plane (IN, VA)
- ch06-08 Similar Figures and Proportions (TX, VA)
Day 8 — Circles, Area, Volume & Statistics Intro (6 topics)
| # | ID | Topic | Weight |
|---|
| 1 | ch07-03 | Area of a Circle | Light (42) |
| 2 | ch07-04 | Area of Composite Shapes | Light (44) |
| 3 | ch07-05 | Surface Area of Three-Dimensional Objects | Light (42) |
| 4 | ch07-06 | Volume of Prisms | Light (44) |
| 5 | ch08-01 | Populations and Samples | Light (43) |
| 6 | ch08-02 | Making Inferences from Random Samples | Light (40) |
Theme: "Circles, Area, Volume & Sampling" — Completes Chapter 7 (area of circles $A = \pi r^2$, composite shapes, surface area, volume $V = Bh$) and begins Chapter 8 with statistics foundations (populations vs. samples, random sampling, making inferences). All topics are light-weight (40–44 lines) — review cards can be very compact with formula + diagram + one example.
Modifications: ch08-01 modified by {OK, TX} — adds designing experiments and collecting data as precursors to sampling concepts.
→ 1 variant file (OK, TX)
Bonuses after Day 8:
- ch07-07 Cylinder Surface Area and Volume (FL, VA)
Day 9 — Comparing Populations & Probability Basics (4 topics)
| # | ID | Topic | Weight |
|---|
| 1 | ch08-03 | Comparing Two Populations Visually | Light (40) |
| 2 | ch08-04 | Comparing Populations with Measures of Center and Variability | Medium (49) |
| 3 | ch09-01 | What Is Probability? | Light (45) |
| 4 | ch09-02 | Theoretical Probability | Light (42) |
Theme: "Data Comparisons & Probability Foundations" — Completes Chapter 8 (visual comparison of populations, formal comparison using mean/median/MAD/IQR) and begins Chapter 9 with probability basics (probability as 0–1 number, theoretical probability formula). Only 4 topics because population comparison requires careful visual reasoning, and this day has the most complex variant situation (ch08-03 and ch08-04 are each modified by different state groups).
Modifications: ch08-03 modified by {FL, IN, MN, VA} — expands visual comparison to include stem-and-leaf plots, circle graphs, and frequency tables alongside dot plots and box plots. ch08-04 modified by {AK, OK, TX} — de-emphasises MAD in favour of IQR and range; adds extended contextual applications.
→ 2 variant files:
- v1 (FL, IN, MN, VA): ch08-03 modified only
- v2 (AK, OK, TX): ch08-04 modified only
Bonuses after Day 9:
- ch08-05 Stem-and-Leaf Plots (FL, OK, TX, VA)
- ch08-06 Circle Graphs (FL, MN, TX, VA)
- ch08-07 Data Displays Extended (AK, IN, OK)
Day 10 — Probability Models & Compound Events (5 topics)
| # | ID | Topic | Weight |
|---|
| 1 | ch09-03 | Experimental Probability | Light (42) |
| 2 | ch09-04 | Probability Models | Light (45) |
| 3 | ch09-05 | Sample Spaces for Compound Events | Light (42) |
| 4 | ch09-06 | Finding Probabilities of Compound Events | Light (43) |
| 5 | ch09-07 | Simulating Compound Events | Light (42) |
Theme: "Probability in Action" — The final day covers experimental probability (long-run relative frequency), probability models (uniform and non-uniform), sample spaces for compound events (lists, tables, tree diagrams), computing compound event probabilities, and simulation design. All topics are light-weight, making this a comfortable finish. The probability theme is unified and builds naturally from experiments to models to compound events.
Modifications: ch09-03 modified by {FL, TX} — expands experimental probability with additional simulation design, random-number generators, and frequency tables for comparing experimental vs. theoretical results.
→ 1 variant file (FL, TX)
Totals Verification
| Day | Topics | Running Total |
|---|
| 1 | 6 | 6 |
| 2 | 6 | 12 |
| 3 | 5 | 17 |
| 4 | 6 | 23 |
| 5 | 6 | 29 |
| 6 | 6 | 35 |
| 7 | 6 | 41 |
| 8 | 6 | 47 |
| 9 | 4 | 51 |
| 10 | 5 | 56 |
- Total: 56 topics ✓
- Range: 4–6 per day ✓
- Distribution: one 4-topic day, one 5-topic day, eight 6-topic days
- Variant files: 11 total across 7 days
Writing Day Files
Step 0: Read Source Topic Files First
Before writing or editing ANY day file, you MUST read the original topic files to understand the math content, notation, and difficulty level. The 10-day test prep is a condensed review of the full teaching content — you cannot write accurate review cards or practice problems without understanding what was taught.
Source directories (ordered by importance):
| Directory | Contents | When to read |
|---|
topics/ | Core CCSS topic files — full lessons with teaching, examples, and practice. These are the "All in One" book versions. | ALWAYS read EVERY topic file assigned to the day you're writing. |
topics_additional/ | Supplementary state-specific topic files — additional topics beyond CCSS (14 files, 48–57 lines each). | Read when writing bonus review cards for topics_in10days_additional/. |
topics_modified/ | State-modified core topic files — alternate versions of core topics with state-specific emphasis (11 files, 54–66 lines each). | Read when writing variant day files for topics_in10days_modified/. |
Workflow for writing Day N:
- Look up which topics Day N covers (e.g., Day 1 = ch01-01 through ch01-06)
- Read EACH source file:
topics/ch01-01-*.tex, topics/ch01-02-*.tex, etc.
- Understand: what key rules are taught, what notation is used, what examples are given, what practice difficulty level is expected
- Write the review cards by distilling each topic to its essential rule + 1 quick example
- Write practice problems that match the difficulty and style of the source files
Workflow for writing bonus files:
- Read the source from
topics_additional/ (e.g., topics_additional/ch01-07-*.tex)
- Distill into a
bonusReview card with 2–3 practice problems
Workflow for writing variant day files:
- Identify which topics are modified on this day (see Day-to-Topic Mapping above)
- Read the modified version from
topics_modified/ AND the core version from topics/
- Compare: what changed? (e.g., financial contexts, estimation emphasis, Alaskan data)
- Adjust ONLY the affected review card(s) and practice problem(s) in the variant file
- All other topics in the day file remain identical to the core version
Why this matters: Without reading the source files, you risk:
- Using wrong notation or terminology
- Writing review cards that don't match what was taught
- Creating practice problems that are too easy, too hard, or off-topic
- Missing key formulas or rules that students were expected to learn
- Inconsistency between the review and the full curriculum
Day File Template
Every day file lives in topics_in10days/ and follows this structure:
% ============================================================================
% Day N — Day Theme Title
% Topics: chXX-YY, chXX-YY, chXX-YY, ...
% ============================================================================
\prepDayPage{N}{Day Theme Title}{%
\begin{itemize}[leftmargin=6mm, itemsep=3pt]
\item[\textcolor{prepTeal}{\faCheck}] Topic 1 name
\item[\textcolor{prepTeal}{\faCheck}] Topic 2 name
\item[\textcolor{prepTeal}{\faCheck}] Topic 3 name
\end{itemize}
}
\calmingNote{You already know this! Today we'll just do a quick review
to make sure everything is fresh.}
% ─── REVIEW CARDS ──────────────────────────────────────────────
\begin{reviewCard}{Topic 1 Title}
Key rule or formula in 2–3 sentences.
\textbf{Quick Example:}
$...$
\end{reviewCard}
\begin{reviewCard}{Topic 2 Title}
Key rule in 2–3 sentences.
\textbf{Quick Example:}
$...$
\end{reviewCard}
\begin{reviewCard}{Topic 3 Title}
Key rule in 2–3 sentences.
\textbf{Quick Example:}
$...$
\end{reviewCard}
% ─── TEST TIP ──────────────────────────────────────────────────
\begin{testTip}{Common Mistake}
Describe a mistake students often make on this type of question,
and how to avoid it.
\end{testTip}
\mascotSays{You're doing amazing! Just a few more and you're done for today.}
% ─── MIXED PRACTICE ───────────────────────────────────────────
\begin{testPractice}
\resetProblems
\practiceHeader{Topic 1 Title}
\prob ... \answerExplain{...}{...}
\prob ... \answerExplain{...}{...}
\bigskip
\practiceHeader{Topic 2 Title}
\prob ... \answerExplain{...}{...}
\prob ... \answerExplain{...}{...}
\bigskip
\practiceHeader{Topic 3 Title}
\prob ... \answerExplain{...}{...}
\prob ... \answerExplain{...}{...}
\bigskip
\practiceHeader{\faStar~Bonus Challenge}
\prob [harder multi-step question] \answerBlank[2cm]
\answerExplain{...}{...}
\prob [harder multi-step question] \answerBlank[2cm]
\answerExplain{...}{...}
\end{testPractice}
% ─── CONFIDENCE CHECK ─────────────────────────────────────────
\confidenceCheck{%
{Topic 1 Title},
{Topic 2 Title},
{Topic 3 Title}%
}
\prepDayComplete
Content Guidelines
- Audience: 12–13 year olds who are ALREADY familiar with the material. Write as a review, not first exposure.
- Tone: Calm, encouraging, confidence-building. Use phrases like "You remember this!", "You've got this!", "Let's just make sure it's fresh."
- Review cards: Each
reviewCard is ≤ ⅓ page. State the key rule in 2–3 sentences, show ONE quick example. No deep explanations — students already learned this.
- Practice: 10 problems per day in the
testPractice section — 8 regular + 2 bonus challenge. Regular problems: 2–3 per topic using \practiceHeader{Topic}. Bonus problems go under \practiceHeader{\faStar~Bonus Challenge} at the end — these are harder, multi-step questions that challenge students who've mastered the basics. Use:
- Multiple choice:
\answerMC{B}
- Short answer:
\answer{42}
- True/False:
\answerTF{True}
- With explanation:
\answerExplain{answer}{explanation} — use for ALL problems (see Answer Key & Explanations below)
- Test-style problems: Problems should resemble state test format — clear, concise, with answer choices where appropriate.
- One
testTip per day — focus on a common mistake or test strategy relevant to that day's topics.
- One
\mascotSays{} per day — encouragement only. Keep it to ONE short sentence.
- One
\calmingNote{} per day — right after the day opener. Sets the emotional tone.
- Math always in
$...$. Use \times and \div, not × or ÷.
- Bold key terms on first use with
\textbf{...}.
- No
\newpage before practice — let content flow naturally.
- 3–4 goals max in the
\prepDayPage itemize list (even if covering 5+ topics — group related ones).
Note for 6-topic days (Days 1–2, 4–8): With 6 topics and only 8 regular problems, some topics will get only 1 practice problem. Prioritize the most heavily tested topics with 2 problems. Lighter or closely related topics can share problem slots.
Answer Key & Explanations
The 10-Day Test Prep uses \answerExplain{answer}{explanation} for every practice problem. This is different from the "All in One" or "Study Guide" books which use plain \answer{}.
In day mode, the Answer Key renders:
- Answer chips — compact colored circles with the problem number and the answer text.
- Explanation boxes — purple tcolorboxes printed after the answer chips for each day, showing the problem number and explanation.
The Answer (first argument) — MUST be short
The answer text appears inside a small inline "chip" in the Answer Key. It must be just the final result — one number, one word, or a very short expression. No calculations, no parenthetical notes, no reasoning.
Good answers:
\answerExplain{$\dfrac{5}{8}$}{...}
\answerExplain{$-7$}{...}
\answerExplain{$x = 12$}{...}
\answerExplain{$48$ cm²}{...}
\answerExplain{$\$4.50$ per lb}{...}
\answerExplain{$35\%$}{...}
\answerExplain{$\dfrac{3}{8}$}{...}
\answerExplain{True}{...}
Bad answers (too verbose — explanation leaks into answer):
% ✗ WRONG — parenthetical belongs in explanation, not answer
\answerExplain{$48$ cm² ($\frac{1}{2} \times 12 \times 8$)}{...}
\answerExplain{$-7$ (moved 7 left from 0)}{...}
The Explanation (second argument) — MUST show the work
The explanation is printed in a purple box and must be 1–2 full lines long. It should show the complete calculation or reasoning that leads to the answer — not just a generic strategy hint.
Good explanations (show the actual math):
\answerExplain{$2$ mph}{Rate $= \frac{1/2 \text{ mi}}{1/4 \text{ hr}} = \frac{1}{2} \times \frac{4}{1} = 2$ miles per hour.}
\answerExplain{$\$4.50$}{$I = Prt = 500 \times 0.03 \times 3 = \$45$. Total $= \$500 + \$45 = \$545$. Interest earned is $\$45$.}
\answerExplain{$-7$}{Start at $-3$, subtract $4$: $-3 - 4 = -3 + (-4) = -7$.}
\answerExplain{$6x + 15$}{Distribute: $3(2x + 5) = 3 \times 2x + 3 \times 5 = 6x + 15$.}
\answerExplain{$x = 5$}{$3x + 7 = 22 \Rightarrow 3x = 15 \Rightarrow x = 5$. Check: $3(5) + 7 = 22$~\checkmark}
Bad explanations (too vague — no actual calculation):
% ✗ WRONG — generic strategy, doesn't solve the problem
\answerExplain{$2$ mph}{Divide distance by time to find the unit rate.}
\answerExplain{$6x + 15$}{Use the distributive property.}
Rules Summary
| Part | Length | Content | Example |
|---|
| Answer (arg 1) | 1–5 words / one expression | Final result only | $-7$, $x = 5$, $48$ cm² |
| Explanation (arg 2) | 1–2 full lines (~50–120 chars) | Show all calculation steps | $3x + 7 = 22 \Rightarrow 3x = 15 \Rightarrow ...$ |
Review Card Best Practices
Each review card (per topic) should follow this pattern:
\begin{reviewCard}{Solving Two-Step Equations}
To solve $px + q = r$, first \textbf{undo addition/subtraction},
then \textbf{undo multiplication/division}. Always do the same
operation to both sides.
\textbf{Quick Example:}
$3x + 7 = 22 \;\Rightarrow\; 3x = 15 \;\Rightarrow\; x = 5$
\end{reviewCard}
Rules for review cards:
- Maximum 5 lines of teaching text (not counting the example)
- Exactly 1 quick example — show the question and the answer in 1–2 lines
- Use
\textbf{} for key terms and the answer
- Use friendly language: "Remember...", "Think of it as..."
- Do NOT include
\begin{workedExample} — the example is inline within the card
- Do NOT include
\begin{stepsBox} or \begin{conceptBox} — the review card IS the concept
- For formula topics (area, volume, interest), show the formula prominently:
$A = \pi r^2$, $I = Prt$
Multi-Topic Day Structure
Since every day has 4–6 topics, all days use the same structure:
\prepDayPage opener\calmingNote encouragement- One
\begin{reviewCard} per topic (4–6 cards)
- One
\begin{testTip} (common mistake or strategy)
\mascotSays encouragement\begin{testPractice} with \practiceHeader{} per topic (8 regular problems)\practiceHeader{\faStar~Bonus Challenge} with 2 harder multi-step problems\confidenceCheck listing all topics\prepDayComplete
Test-Prep-Specific Environments (VMtestPrep.sty)
New Environments
| Environment / Command | Purpose | Color | Icon |
|---|
\prepDayPage{n}{title}{goals} | Day opener page (calming teal theme) | Teal gradient | Calendar + Star |
\calmingNote{text} | Encouraging anti-stress message | Soft yellow/cream | Heart / Smiley |
\begin{reviewCard}{title} | Ultra-compact topic review (~⅓ page) | Light mint/green | Book |
\begin{testTip}{title} | Test-taking tip / common mistake | Light lavender | Shield |
\begin{testPractice}[title] | Mixed practice section (test-style) | Light blue | Pencil |
\confidenceCheck{topic1, topic2, ...} | Self-assessment check per topic | Light coral/peach | Thumbs up |
\prepDayComplete | "Day Done!" encouraging checkoff | Green | Check circle |
\begin{bonusReview}{title} | State-specific bonus review card | Light pink | Star |
\begin{testStrategy}{title} | General test-day strategy box | Light orange | Brain |
Color Scheme
The test prep book uses a calming teal/green palette to reduce test anxiety:
| Color Name | Purpose | Hex |
|---|
prepTeal | Primary — day openers, review card frames | #2AA198 |
prepTealLight | Review card backgrounds | #E8F5F3 |
prepTealDark | Headings, emphasis | #1A6B63 |
prepMint | Secondary highlights | #A8E6CF |
prepLavender | Test tips, strategy boxes | #E8E0F0 |
prepLavenderDark | Test tip frames | #7E57C2 |
prepCoral | Confidence check, warm accents | #FFB4A2 |
prepCoralLight | Confidence check backgrounds | #FFF0EC |
prepCream | Calming notes background | #FFF8E7 |
prepGreen | Day complete, success | #4CAF50 |
Shared Environments from VM_packages
Day files can also use ALL environments from the standard VM_packages:
- Math visuals:
placeValueTable, fractionBar, areaGrid, barGraph, numberLine, etc.
- Engagement:
\mascotSays{}, \encouragement{}
- Answers:
\answerExplain{short answer}{1–2 line explanation with full calculation} for ALL problems. Use \answerTF{} for True/False only. Do NOT use plain \answer{} in 10-day test prep files.
Do NOT use these environments in test prep day files (they belong to other book types):
quickLesson (30-day) — use reviewCard insteaddailyPractice (30-day) — use testPractice insteaddailyChallenge (30-day) — not needed in test prepdayComplete (30-day) — use prepDayComplete insteadconceptBox, stepsBox, vocabBox — too teaching-heavy for review
State-Specific Handling
The 10-day test prep book supports all 50 US states. 43 states use the pure CCSS curriculum (identical content). 7 states have customizations.
State Customization Summary
| State | Modified Topics | Additional Topics | Total Customizations |
|---|
| Alaska | ch03-08, ch08-04 | ch03-10, ch08-07 | 4 |
| Florida | ch02-06, ch08-03, ch09-03 | ch04-07, ch07-07, ch08-05, ch08-06 | 7 |
| Indiana | ch06-03, ch08-03 | ch06-07, ch08-07 | 4 |
| Minnesota | ch02-01, ch08-03 | ch02-08, ch08-06 | 4 |
| Oklahoma | ch01-06, ch08-01, ch08-04 | ch01-07, ch02-08, ch08-05, ch08-07 | 7 |
| Texas | ch02-06, ch08-01, ch08-04, ch09-03 | ch02-08, ch02-09, ch02-10, ch06-08, ch08-05, ch08-06 | 10 |
| Virginia | ch03-01, ch06-06, ch08-03 | ch03-09, ch03-11, ch04-07, ch06-07, ch06-08, ch07-07, ch08-05, ch08-06 | 11 |
Heaviest states: Virginia (11 customizations, 3 modified + 8 additional), Texas (10, 4 modified + 6 additional), Florida (7), Oklahoma (7).
Mechanism 1: Bonus Review Cards (Additional Topics)
State-specific additional topics are delivered as standalone \begin{bonusReview} card files that get appended after the relevant day.
Bonus files live in topics_in10days_additional/ and are named bonus-{topic-file-slug}.tex.
Bonus Placement Map
| Additional Topic ID | Bonus File | Insert After Day | Rationale |
|---|
| ch01-07 | bonus-ch01-07-proportional-reasoning-with-scale-models | Day 1 | Extends proportional reasoning (end of Ch1) |
| ch02-08 | bonus-ch02-08-personal-financial-literacy | Day 2 | Extends financial math (percents + interest) |
| ch02-09 | bonus-ch02-09-financial-literacy-budgeting-saving-and-investing | Day 2 | Extends PFL with budgeting |
| ch02-10 | bonus-ch02-10-compound-interest-introduction | Day 2 | Extends simple interest to compound |
| ch03-09 | bonus-ch03-09-introduction-to-square-roots | Day 4 | Extends rational number operations (end of Ch3) |
| ch03-10 | bonus-ch03-10-rational-number-operations-in-extended-contexts | Day 4 | Extends rational ops with real-world contexts |
| ch03-11 | bonus-ch03-11-introduction-to-scientific-notation | Day 4 | Extends number representation (Ch3 capstone) |
| ch04-07 | bonus-ch04-07-laws-of-exponents | Day 5 | Extends expression work (end of Ch4) |
| ch06-07 | bonus-ch06-07-transformations-on-the-coordinate-plane | Day 7 | Extends geometric figures (end of Ch6) |
| ch06-08 | bonus-ch06-08-similar-figures-and-proportions | Day 7 | Extends geometric reasoning |
| ch07-07 | bonus-ch07-07-cylinder-surface-area-and-volume | Day 8 | Extends SA/volume to cylinders (end of Ch7) |
| ch08-05 | bonus-ch08-05-stem-and-leaf-plots | Day 9 | Extends data displays (end of Ch8) |
| ch08-06 | bonus-ch08-06-circle-graphs | Day 9 | Extends data displays |
| ch08-07 | bonus-ch08-07-data-displays-extended |
Which States Get Which Bonuses (by day)
Day 1 bonuses:
Day 2 bonuses:
| State | ch02-08 | ch02-09 | ch02-10 |
|---|
| Minnesota | ✓ | | |
| Oklahoma | ✓ | | |
| Texas | ✓ | ✓ | ✓ |
Day 4 bonuses:
| State | ch03-09 | ch03-10 | ch03-11 |
|---|
| Alaska | | ✓ | |
| Virginia | ✓ | | ✓ |
Day 5 bonuses:
| State | ch04-07 |
|---|
| Florida | ✓ |
| Virginia | ✓ |
Day 7 bonuses:
| State | ch06-07 | ch06-08 |
|---|
| Indiana | ✓ | |
| Texas | | ✓ |
| Virginia | ✓ | ✓ |
Day 8 bonuses:
| State | ch07-07 |
|---|
| Florida | ✓ |
| Virginia | ✓ |
Day 9 bonuses:
| State | ch08-05 | ch08-06 | ch08-07 |
|---|
| Alaska | | | ✓ |
| Florida | ✓ | ✓ | |
| Indiana | | | ✓ |
| Oklahoma | ✓ | | ✓ |
| Texas | ✓ | ✓ | |
| Virginia | ✓ | ✓ | |
Max bonuses on any single day for any state: 3 (TX on Day 2: ch02-08, ch02-09, ch02-10).
Bonus Review Card Template
% ============================================================================
% Bonus Review: Topic Title
% Supplementary (State-specific: TX, FL, etc.)
% Inserted after Day N
% ============================================================================
\begin{bonusReview}{Topic Title}
% Key rule in 2–3 sentences
...
\textbf{Quick Example:} ...
% 2–3 practice problems
\resetProblems
\prob ... \answerExplain{...}{...}
\prob ... \answerExplain{...}{...}
\end{bonusReview}
Mechanism 2: Modified Day Files (Variant Day Files)
When a day contains one or more modified topics, a variant day file is created for each unique combination of modifications. The generation script selects the correct variant based on the state's modified list.
Complete Variant File Inventory
| Day | Variant File | Modified Topics | Used By States |
|---|
| 1 | day-01-ratios-and-proportional-relationships.tex | ch01-06 | OK |
| 2 | day-02-percents-in-everyday-life-minnesota.tex | ch02-01 | MN |
| 2 | day-02-percents-in-everyday-life-v1.tex | ch02-06 | FL, TX |
| 3 | day-03-percent-error-integers-and-rational-basics.tex | ch03-01 | VA |
| 4 | day-04-rational-operations-and-expression-foundations.tex | ch03-08 | AK |
| 7 | day-07-geometric-figures-angles-and-circles-indiana.tex | ch06-03 | IN |
| 7 | day-07-geometric-figures-angles-and-circles-virginia.tex | ch06-06 | VA |
| 8 | day-08-circles-area-volume-and-statistics.tex | ch08-01 | OK, TX |
| 9 | day-09-comparing-populations-and-probability-v1.tex | ch08-03 | FL, IN, MN, VA |
| 9 | day-09-comparing-populations-and-probability-v2.tex | ch08-04 | AK, OK, TX |
| 10 | day-10-probability-models-and-compound-events.tex | ch09-03 | FL, TX |
Total: 11 variant files across 7 days.
Complete State × Day Variant Matrix
| State | D1 | D2 | D3 | D4 | D5 | D6 | D7 | D8 | D9 | D10 |
|---|
| AK | — | — | — | mod | — | — | — | — | v2 | — |
| FL | — | v1 | — | — | — | — | — | — | v1 | mod |
| IN | — | — | — | — | — | — | in | — | v1 | — |
| MN | — | mn | — | — | — | — | — | — | v1 | — |
| OK | mod | — | — | — | — | — | — | mod | v2 | — |
| TX | — | v1 | — | — | — | — | — | mod | v2 | mod |
| VA | — | — | mod | — | — | — | va | — | v1 | — |
| 43 others | — | — | — | — | — | — | — | — | — | — |
Legend: — = core file, mod = single variant, v1/v2 = numbered variant, mn/in/va = named variant
Modified Day File Template
% ============================================================================
% Day N — Theme Title (MODIFIED)
% Modification: [describe what changed vs. core]
% Used by: [list of states]
% ============================================================================
\prepDayPage{N}{Theme Title}{%
...
}
% ... same structure as core, but the review cards for modified topics
% use the modified content (e.g., financial contexts, estimation emphasis,
% Alaskan data, construction justification, etc.)
What Changes in Each Variant
Day 1 OK variant: ch01-06 review card adds estimation as a fifth proportional reasoning strategy. Practice problems include estimate-first steps and reasonableness checks. Adds warningBox on checking answers.
Day 2 MN variant: ch02-01 review card adds explicit financial contexts — discount, markup, tax, and tip computations as percent problem applications. Other topics remain core.
Day 2 v1 (FL, TX): ch02-06 review card expands simple interest ($I = Prt$) with savings account comparisons, loan interest calculations, and connections between interest rates and financial decisions.
Day 3 VA variant: ch03-01 review card expands opposites and absolute value with additional ordering/comparison contexts. Includes comparing and ordering rational numbers in multiple forms using inequality symbols.
Day 4 AK variant: ch03-08 review card uses all Alaska-relevant data: winter temperatures in Fairbanks, fisheries catch, elevation changes along hiking trails, and subsistence economy contexts. Same mathematical operations.
Day 7 IN variant: ch06-03 review card adds explicit requirements for justifying construction steps. Includes technology-based construction methods alongside hand-drawn approaches.
Day 7 VA variant: ch06-06 review card keeps supplementary, complementary, and vertical angles. Adds connections to congruence/similarity and more complex multi-step angle problems with algebraic expressions.
Day 8 (OK, TX): ch08-01 review card adds designing experiments and collecting data as precursors to sampling concepts. Aligns with OAS-M 7.D.1 and TEKS data-analysis expectations.
Day 9 v1 (FL, IN, MN, VA): ch08-03 review card expands visual comparison to include stem-and-leaf plots, circle graphs, and frequency tables alongside dot plots, histograms, and box plots. Adds multiple-representation comparison problems.
Day 9 v2 (AK, OK, TX): ch08-04 review card de-emphasises MAD in favour of IQR and range. Adds extended contextual applications using localised or financial data.
Day 10 (FL, TX): ch09-03 review card expands experimental probability with simulation design. Includes random-number generators and frequency tables to compare experimental vs. theoretical predictions.
YAML Configuration (topics_config.yaml)
Add the following test_prep section to topics_config.yaml, alongside the existing in_30_days section:
test_prep:
days:
- day: 1
file: day-01-ratios-and-proportional-relationships
topics: [ch01-01, ch01-02, ch01-03, ch01-04, ch01-05, ch01-06]
bonus_after: [ch01-07]
- day: 2
file: day-02-percents-in-everyday-life
topics: [ch02-01, ch02-02, ch02-03, ch02-04, ch02-05, ch02-06]
bonus_after: [ch02-08, ch02-09, ch02-10]
- day: 3
file: day-03-percent-error-integers-and-rational-basics
topics: [ch02-07, ch03-01, ch03-02, ch03-03f, ch03-04]
- day: 4
file: day-04-rational-operations-and-expression-foundations
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Differences from the 30-Day Book Implementation
| Aspect | In 30 Days | 10-Day Test Prep |
|---|
| Day file naming | day-NN-topic-slug.tex | day-NN-theme-slug.tex |
| Modified file naming | Same name in modified/ dir | Same or state-labeled name in modified/ dir |
| Topics per day file | 1–2 | 4–6 |
| Content per topic | quickLesson + workedExample | reviewCard only |
| Practice per topic | 3–4 problems | 2–3 problems |
| Chapter structure | 9 chapters with \chapter{} | No chapters (continuous flow) |
| Progress denominator | /30 | /10 |
| Day opener command | \dayPage | \prepDayPage |
| Color theme | Orange / funOrange | Teal / prepTeal |
| Class file | in30Days.cls | testPrep10.cls |
| Style package | VMfunDays.sty | VMtestPrep.sty |
| Session length | 20–25 min | 25–35 min |
| Special environments | quickLesson, dailyPractice, dailyChallenge | reviewCard, testPractice, testTip, confidenceCheck |
| Emotional support | \mascotSays (fun) | \calmingNote + \mascotSays (calming) |
Complete Topic Reference
For quick reference, here is every topic with its day assignment:
| Day | ID | Topic Name | Lines |
|---|
| 1 | ch01-01 | Unit Rates with Fractions | 60 |
| 1 | ch01-02 | Recognizing Proportional Relationships | 67 |
| 1 | ch01-03 | Finding the Constant of Proportionality | 69 |
| 1 | ch01-04 | Writing Equations for Proportional Relationships | 65 |
| 1 | ch01-05 | Graphing Proportional Relationships | 66 |
| 1 | ch01-06 | Applying Proportional Reasoning to Real-World Problems | 59 |
| 2 | ch02-01 | Solving Percent Problems | 50 |
| 2 | ch02-02 | Connecting Percents and Proportions | 56 |
| 2 | ch02-03 | Percent Increase and Decrease | 54 |
| 2 | ch02-04 | Markups, Discounts, and Sales Tax | 50 |
| 2 | ch02-05 | Tips, Commissions, and Fees | 46 |
| 2 | ch02-06 | Simple Interest: Earning and Paying Interest | 52 |
| 3 | ch02-07 | Percent Error: How Close Are Your Estimates? | 46 |
| 3 | ch03-01 | Integers and Their Opposites | 53 |
| 3 | ch03-02 | Adding Integers | 55 |
| 3 | ch03-03f | Subtracting Integers | 59 |
| 3 | ch03-04 | Adding and Subtracting Rational Numbers | 52 |
| 4 | ch03-05 | Multiplying Integers and Rational Numbers | 56 |
| 4 | ch03-06 | Dividing Integers and Rational Numbers | 51 |
| 4 | ch03-07 | Converting Rational Numbers to Decimals | 49 |
| 4 | ch03-08 | Solving Real-World Problems with Rational Numbers | 51 |
| 4 |
Additional Topics Reference
| ID | Topic Name | Chapter | States | Lines |
|---|
| ch01-07 | Proportional Reasoning with Scale Models | 1 | OK | 48 |
| ch02-08 | Personal Financial Literacy | 2 | MN, OK, TX | 52 |
| ch02-09 | Financial Literacy — Budgeting, Saving, and Investing | 2 | TX | 52 |
| ch02-10 | Compound Interest Introduction | 2 | TX | 57 |
| ch03-09 | Introduction to Square Roots | 3 | VA | 50 |
| ch03-10 | Rational Number Operations in Extended Contexts | 3 | AK | 51 |
| ch03-11 | Introduction to Scientific Notation | 3 | VA | 52 |
| ch04-07 | Laws of Exponents | 4 | FL, VA | 51 |
| ch06-07 | Transformations on the Coordinate Plane | 6 | IN, VA | 51 |
| ch06-08 | Similar Figures and Proportions | 6 | TX, VA | 49 |
| ch07-07 | Cylinder Surface Area and Volume | 7 | FL, VA | 55 |
| ch08-05 | Stem-and-Leaf Plots | 8 | FL, OK, TX, VA | 55 |
| ch08-06 | Circle Graphs | 8 | FL, MN, TX, VA | 52 |
| ch08-07 | Data Displays Extended | 8 | AK, IN, OK | 51 |
Modified Topics Reference
| Core ID | Modified File | States | Change Description | Lines |
|---|
| ch01-06 | ch01-06-applying-proportional-reasoning | OK | Estimation emphasis, reasonableness checking | 66 |
| ch02-01 | ch02-01-solving-percent-problems | MN | Financial contexts (discount, markup, tax, tip) | 54 |
| ch02-06 | ch02-06-simple-interest | FL, TX | Extended financial contexts (savings, loans) | 57 |
| ch03-01 | ch03-01-integers-and-their-opposites | VA | Rational number ordering/comparison emphasis | 56 |
| ch03-08 | ch03-08-solving-real-world-problems-with-rational-numbers | AK | Alaskan contexts (temperatures, fisheries, elevation) | 56 |
| ch06-03 | ch06-03-drawing-geometric-figures | IN | Construction justification emphasis | 55 |
| ch06-06 | ch06-06-angle-relationships | VA | Congruence/similarity connections, complex problems | 54 |
| ch08-01 | ch08-01-populations-and-samples | OK, TX | Experimental design emphasis | 60 |
| ch08-03 | ch08-03-comparing-two-populations-visually | FL, IN, MN, VA | Multiple display types (stem-leaf, circle, frequency) | 65 |
| ch08-04 | ch08-04-comparing-populations-with-measures | AK, OK, TX | IQR/range emphasis over MAD | 61 |
| ch09-03 | ch09-03-experimental-probability | FL, TX | Simulation design emphasis | 63 |
