Mathematics Curriculum Review Worksheets - Table 1 - ACT Mathematics College and Career Readiness Standards for Score Range 13-15

Oct 9, 2026

Uploaded by kopisore

Mathematics Curriculum Review Worksheets compile ACT Mathematics College and Career Readiness Standards across score ranges 13-15, 16-19, and 20-23. The tables enumerate specific skills, knowledge, and processes, each aligned to a checklist for whether the skill is included in a student’s curriculum, the first grade level or course where it is introduced, and the grade level or course where proficiency is expected. Examples include computations with whole numbers and decimals, fraction recognition, number-line rational locations, equation solving, patterns, geometry measurements, and average and probability relationships.

LanguageEnglish

CategoryExam

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

ACT Mathematics College and Career Readiness Standards

Table 1: Score Range 13-15

Table 2: Score Range 16-19

Table 3: Score Range 20-23

Mathematics Curriculum Review Worksheets Table 1. ACT Mathematics College and Career Readiness Standards for Score Range 13-15 | Mathematics College and Career
Readiness Standards | | | For each skill, knowledge, or process: | | | | --- | --- | --- | --- | --- | --- | | | | | Is it included in your Mathematics curriculum? | At what grade level (or in which course) are students first introduced to it? | At what grade level (or in which course) are students expected to demonstrate proficiency? | | N | 201 | Perform one-operation computation with whole numbers and decimals | | | | | N | 202 | Recognize equivalent fractions and fractions in lowest terms | | | | | N | 203 | Locate positive rational numbers (expressed as whole numbers, fractions, decimals, and mixed numbers) on the number line | | | | | AF | 201 | Solve problems in one or two steps using whole numbers and using decimals in the context of money | | | | | A | 201 | Exhibit knowledge of basic expressions (e.g., identify an expression for a total as b + g) | | | | | A | 202 | Solve equations in the form x + a = b, where a and b are whole numbers or decimals | | | | | F | 201 | Extend a given pattern by a few terms for patterns that have a constant increase or decrease between terms | | | | | G | 201 | Estimate the length of a line segment based on other lengths in a geometric figure | | | | | G | 202 | Calculate the length of a line segment based on the lengths of other line segments that go in the same direction (e.g., overlapping line segments and parallel sides of polygons with only right angles) | | | | | G | 203 | Perform common conversions of money and of length, weight, mass, and time within a measurement system (e.g., dollars to dimes, inches to feet, and hours to minutes) | | | | | S | 201 | Calculate the average of a list of positive whole numbers | | | | | S | 202 | Extract one relevant number from a basic table or chart, and use it in a single computation | | | | | Table 2. ACT Mathematics College and Career Readiness Standards for Score Range 16-19 | | | | | | | --- | --- | --- | --- | --- | --- | | Mathematics College and Career
Readiness Standards | | | For each skill, knowledge, or process: | | | | | | | Is it included in your Mathematics curriculum? | At what grade level (or in which course) are students first introduced to it? | At what grade level (or in which course) are students expected to demonstrate proficiency? | | N | 301 | Recognize one-digit factors of a number | | | | | N | 302 | Identify a digit’s place value | | | | | N | 303 | Locate rational numbers on the number line | | | | | AF | 301 | Solve routine one-step arithmetic problems using positive rational numbers, such as single-step percent | | | | | AF | 302 | Solve some routine two-step arithmetic problems | | | | | AF | 303 | Relate a graph to a situation described qualitatively in terms of familiar properties such as before and after, increasing and decreasing, higher and lower | | | | | AF | 304 | Apply a definition of an operation for whole numbers (e.g., a • b = 3a – b) | | | | | A | 301 | Substitute whole numbers for unknown quantities to evaluate expressions | | | | | A | 302 | Solve one-step equations to get integer or decimal answers | | | | | A | 303 | Combine like terms (e.g., 2x + 5x) | | | | | F | 301 | Extend a given pattern by a few terms for patterns that have a constant factor between terms | | | | | G | 301 | Exhibit some knowledge of the angles associated with parallel lines | | | | | G | 302 | Compute the perimeter of polygons when all side lengths are given | | | | | G | 303 | Compute the area of rectangles when whole number dimensions are given | | | | | G | 304 | Locate points in the first quadrant | | | | | S | 301 | Calculate the average of a list of numbers | | | | | S | 302 | Calculate the average given the number of data values and the sum of th

FAQs

What do the worksheets ask for regarding each mathematics skill?

For each skill, they ask whether it is included in the Mathematics curriculum, the grade level or course where students are first introduced to it, and the grade level or course where students are expected to demonstrate proficiency.

Which score range is covered in Table 1?

Table 1 covers the ACT Mathematics College and Career Readiness Standards for score range 13-15.

What kinds of skills are listed across the tables?

The tables list skills spanning number operations (whole numbers, decimals, rational numbers), algebra expressions and equations, patterns, geometry measurement concepts, averages, data tables and charts, and probability complement relationships.

Oct 9, 2026

Uploaded by kopisore