2IMGCdrP@@@ p@9 %  L$MUST BOOT FROM SLOT 4, 5 OR 6CJJJJ ] x    @ N- +i C ɭЅ ȱ  @ Ѕi ȱi  @ CPl莶莸L莸LNO FILE SYSTEM.APPLE SYSTEM.APPLEB\ DE F G L[  ` COPYRIGHT APPLE COMPUTER, INC., 1984, 1985 C.LEUNGKMANK@${3 SYSTEM.PASCAL@93GSYSTEM.LIBRARY{GHSYSTEM.MISCINFOHh SYSTEM.APPLE@9hjSYSTEM.STARTUPj SYSTEM.FILER@9FORMATTER.CODE9FORMATTER.DATA9 AGNARR.DTA@D AGTAB1.DTA@W AGTAB2.DTA@W AGTAB3.DTA@W  AGTAB4.DTA@W  AGTAB5AF.DTA@W AGTAB5AS.DTA@W AGTAB5BF.DTA@$W AGTAB5BS.DTA@$W@ AGTAB6.DTA@@{@O AGTAB7.DTA@p{O AGTAB8.DTA@{ AGTAB9.DTA@p{ AGTAB10AF.DTA@2{ AGTAB10AS.DTA@v{ AGTAB10BF.DTA@T{ AGTAB10BS.DTA@T{ AGTAB11.DTA@ w AGTAB12.DTA@w AGTAB14.DTA@{ AGTAB15A.DTA@w AGTAB15B.DTA@w AGTAB16.DTA@w AGSTUDNT.DTA@{ AGTAB13.DTA@{ ASSIST.CODE@۱ ASSISTR.CODE@۱ AGSETUP.DTA{@AGSETUP.DTA8L (PASCALSYUSERPROGFIOPRIMSPRINTERRINITIALIGETCMD FILEPROC FCOPYRIGHT 1979,1980,1983-1985 APPLE COMPUTER, INC. ALL RIGHTS RESERVEDƁƂ6&06ˡ6áƁ8:9" &8(2ȡ4'*4 ?4 3-bi ö >(4ȡ &ǀǏȡ &20(Press CONTROL-RESETC^ Íáɡ 럚肚X  šš ë  q8 "ˡ,8 )á á áaˡ á Nšá áÄ  T& "ˡ  J    00áQP 0á0 é000+-Í-ë0zY 000á'6á 0z00 rT\   áá0ȡ==> ?r??:@@AABB,CCDDDE&FFFGTGnGGH\JJxKL6M6NNNOrOOOOP^PPvQ```:צPascal system size is 128K;;ȡ1Copyright Apple Computer  ɡ'áצ-32768 ^ 逫-ġ>o00ń0ˡ oɡa š  %4á1á6   Q lPš蕫š 쾿  /P ná " * ȡ*ńȄ4šáRתPńȄ ,ń.áš蕿@šQȡ2 š:X f Ą ɡ 낫š ꓡ1š땫Ě@7"á1ꓡ삫Ú š K7"á61 ɚ V %ɡšɡš  PꟚšw#ńE z 0 ńȄ!~Í`~W ˡ!  ,ȫ$* "ë넡,~ *Í2~ š˄ `1 b~ éÍ~  , Ą쓡"á  :"ë á 쓡ת$ (   d˯7 H Pצצ22ȡ5233 ȡ 23aĩ3zȄ 23aA22š*á?%áצ:22ȡá;2á!2ȡ5252š[ץ22š2222ȡ2š5252á4w4]ץ11á4\1šV42233z 3042221é42é1Ä2*á444ń55P.TEXTׯ]צ.CODEJ.BACKׯ7צ.INFO$.GRAFׯצ.FOTO /T! ȡ   צ0H" ġ  *@#5$$&ˡ 5 56%ˡ 5Jˡ 55ˡ+&ȡ 5& t&$&F'Press to continue) & Í ˫N V(&:0:azȄaA:)~áë  ÄÄȄĄMȄtiȡF ōɍ ō ȍ  dč "쓡ë 쓡ת!!9 D*驁&F+}迶Ŷ} / š/áá-`,3# , , ,//~6\-}ˡ2Error reading exec file-, } .}ˡ2Error writing exec file-} l/E2:Eá *0  šˡ 퓄 Ä퓡w š   ɍL  "ˡ.ˡ   d쓡  16!~?^FצPut in :P?FP'&then press RETURN *q# 2צS# أ , P# أ צ, I# أ \3צExecution error #   á& I/O error #  d4ˡ.$  š t@5,á/š ġ 5,+á"š ġ Z |6?š?ˡ?ء "ˡ7ߕނ߂ɡ F b7} š.ö}Ä-D8W2EEHצE#  9 *,.02468:E&*E$ á"ˡ"& E ##&Eá 9'29:Eá.0:: ,S0b:,SI Fb 8FNo user programתP8F0ERM2:7GRAPHIC3:7PRINTER6:5REMIN7:6REMOUT8E/KY Kh Pt.PE87CONSOLE187CONSOLE1:7SYSTERM2:7GRAPHIC3:7PRINTER6:5REMIN7:6REMOUT8P IYIL: P/.P> ::87CONSOLE1:7SYSTERM2:7GRAPHIC3:7PR P:NEWC/C.CODE:6REMOUT8PSb.:=b4/#b:a@:%aF:`L!I`R[/`X)`2 4j P:NEWC/C.CODEDEDEKYKK.2 4k/P/NEWC/C.CODE.CODE   ġނš  šš!۞ۂۂەߓS  ! "ˡ.! "ˡ ߡ  šۢ 2ب"́$ʁ$ ʁ$ ʁ$ ʁ$ʁ$!"ʁ$ʁ$ʁ$ʁ$FZ   ނ ń1 áނ š   šš$ !۞ۂۂەߓh  ! "ˡ ɡ!  ! "ˡ ߡ š  ńá4 á,á" r 8 ́$ʁ$ ʁ$ ʁ$ ʁ$ʁ$!"ʁ$ʁ$ʁ$ʁ$FZ   ނ ń1 áނ š   šš$ !۞ࢥצUnknown run-time error-צValue range error-צNo procedure in segment-table-צExit from uncalled procedure-Stack overflowת-צInteger overflow-Divide by zeroת-צNIL pointer reference-צProgram interrupted by user-צSystem I/O error- unknown causeת-צ parity (CRC)-illegal volume #ת-צillegal I/O request-צdata-com timeout-volume went off-lineת-צfile lost in directory- bad file nameת-no room on volumeת-volume not foundת-צfile not found-duplicate directory entryת-file already openת- file not openת-bad input formatת-צdisk write protected-illegal block #ת-illegal buffer addressת-xצ!must read a multiple of 512 bytes-Nצunknown ProFile error-0({gO8#tLצ I/O error: -Unimplemented instructionת-Floating point errorת-צString overflow-zצProgrammed HALT-bצProgrammed break-point-CCodespace overflowת-( |`>'t^A<0.|t openת-bad input formatת-צdisk write protected-illegal block #ת-illegal buffer addressת-xצ!must read a multiple of 512 bytes-Nצunknown ProFile error-0({gO8#tLצ I/O error: -Unimplemented instructionת-Floating point errorת-צString overflow-zצProgrammed HALT-bצP٢ š٢ ٢٢ 4$88ؗ(/88ؗ(tDoo odoo'z*SYSTEM.MISCINFOתPƁƁʁ =ʁ"*ʁ+̂=ʂ=Gʂ=Hʂ=Iʂ=%O tƁ&̂=ʂ=ʂ=ʂ=ʂ=%̂>8ʂ>ʂ>ʂ>ʂ>ʂ> ʂ>ʂ> ʂ> ʂ> ʂ>  ʂ>ʂ=̂>ʂ>ʂ>ʂ>ʂ>ʂ>ʂ>ʂ>ʂ>88ʂ>  תʂ>ʂ>ʂ>̂?Ƃ?Ƃ? Ƃ?ʂ>ˡdتٞ&"á ~٤  :SYSTEM.ASSMBLERת :SYSTEM.COMPILERת :SYSTEM.EDITORת :SYSTEM.FILERת צ:SYSTEM.LINKERƁ&<́b́cʁcȡ~ؤ́dʁdתʁdس0ʁdʁd؞&"á*ʁd ضá0?ʁd*SYSTEM.STARTUPת(߫7́%́eʁ%ʁeȡlضʁ%ʁbQ́fƁfʁdƁfƁ&ʁ% Ɓf(ߡʁ% ʁbʁ%́bʁ%́%;??ٟá'C CONSOLEצSYSTERMGRAPHICצPRINTERREMINצREMOUT{B77::9988:9  6 ۪1٦׷)צ: ܢܢH d    0&תת.ת??? *SYSTEM.WRK.TEXTײ& צ*SYSTEM.WRK.CODE ,  7 :9CONSOLE:ת(:9צSYSTERM:(8:98 6øצ???JanתצFebMarתצAprMayתצJunJulתצAug Sepת צOct Novת צDec ???תצ??????ת6!צ  HצTתP%%@99ˡ|'Version 1.3 of SYSTEM.PASCAL cannot runצ&with a non-1.3 version of SYSTEM.APPLE@9988)The 128K version of SYSTEM.PASCAL cannot צ(run with the 64K version of SYSTEM.APPLE7:::% š tWelcome ?, to Apple II Pascal 1.3Based on UCSD Pascal II.1צCurrent date is C -C-C ;;ȡצPascal system size is 128K;;ȡ1Copyright Apple Computer 1979,1980,1983,1984,1985צCopyright U.C. Regents 1979%System re-initialized` 6:v#z,H"   P  Welcome ?, to Apple II Pascal 1.3Based on UCSD Pascal II.1צCurrent date is C -C-C ;;ȡצPascal system size is 128K;;ȡ1Copyright Apple Computer 1979,1980,1983,1984,1985צCopyright U.C. Regents 1979%System re-initializedڳ@@YyÍ, 4ۢڤ ɡ?š2ڪP-19:!1ׯ)Illegal filenamenT(ˡآڤ á4á/آ*Í]  hޢ ȡWڤ ˡD۳-ܢ0ۤ ݢ`ڤá ^| ȡ2ݤˡ"ޢ`ݤۼ: T $ ȡ\q٤زضؗ ٤d n | تPdd"á`?kt"á 8צ Warning: צ is not used?צ&Warning: Cannot open the library file dRپáپ$ò$ÄiȡXP  ٲD)؞D)ؿ؂پáپ$áڸBBBi ȡؾaġ زؾ $ 2dd;"ákt"áFLIÄ*LIBRARY FILES:ׯd?kt d;.2>!2+2š$2צ.CODE 22 š22 ;.צ:2.LIBP۪PB?Ƃ;P Bń"CB̃CʃȡDC)CC Ƃצ*SYSTEM.LIBRARYPƂ?:צ-Error: Required library files are not present ?צ3Error: These required intrinsic(s) not available: @:ڢA?̃Aʃȡ@A|A:'A צ @@@áAAM5 r  ߪPƁ_Ɓ6 PƁ6ƁcƁgƁoƁp!́qƁcʁq ת "ˡCܡ>"áצIllegal file nameNo file  ́ŕsʁśtʁtˡ  צ not codeʁs2ʁt"ˡצ Bad block #0ڡmƀ ˡ`SYSTEM.COMPILER RFORTRAN: .  is not version 1.3ړ22Ɓ2 bޡ: Linking...ݡ #צMust L(ink first|Ɓ2ƀ¼:צ.Conflict between intrinsic and user segment(s)0ƀ¼ 2 2 Ɓ_& ۤ  áۤ  !~!!f!צ*V! ""!"צ:" "ۤ   ۤ    áۤ  R   88(áצ Assemblingצ Compiling...á999'<<<צ:<&<(áAssembleCompileצ! what textfile ( to exit) ? (ׯá(+(.TEXT888Ä8 "ˡ$ Can't find <<9 ƀ:ײ9 ƀ<צSYSTEM.SWAPDISK&<(7,צ*SYSTEM.WRK.CODE[*];צ(To what codefile ( for workfile) ? (צáצHá<$88š8(8+,,"ˡd;": I/O Error #:  occured while opening ,;   áث 7b7T 7 š, š%צSYSTEM.WRK.CODEsSYSTEM.WRK.CODE׷Fš5צ.CODE.  "á.צNested exec commands illegal"צError opening execd 6~}6 "ء HP\צExecute%צ what file ( to exit) ? Pšš+00.0.0ȡ#+.//a/zȄ +./ ..+צEXEC/eVP+"á(.}P+! Vf%צ:!צ Running...vצSwapping levels:צ 0 = system is not swapped0 1 = file open and close procedures are swapped= 2 = file open/close and disk get/put procedures are swappedצOld swapping level is  צ$New swapping level ( to exit): 0Í1Í2Íسs2ø1öRצ Z`dhdޢá ~תޢޢޢ024<& צ š š۾.ˡצ([šܕ!!(š۾:ˡ١.TEXTת .CODEת!!ȡ3ܾܾ ܾ ɡ?š! LONGINTIPASCALIOCHAINSTUAPPLESTU  $ "TYPE DECMAX = INTEGER[36]; STUNT = RECORD CASE INTEGER OF 12:(W2:INTEGER[4]); 13:(W3:INTEGER[8]); 14:(W4:INTEGER[12]); 15:(W5:INTEGER[16]); 16:(W6:INTEGER[20]); 17:(W7:INTEGER[24]); 18:(W8:INTEGER[28]); 19:(W9:INTEGER[32]); 110:(W10:INTEGER[36]) /END; ' " "PROCEDURE FREADDEC(VAR F: FIB; VAR D: STUNT; L: INTEGER); "PROCEDURE FWRITEDEC(VAR F: FIB; D: DECMAX; RLENG: INTEGER); "  IMPLEMENTATION L N E @d12]); 15:(W5:INTEGER[16]); 16:(W6:INTEGER[20]); 17:(W7:INTEGER[24]); 18:(W8:INTEGER[28]); 19:(W9:INTEGER[32]); 110:(W10:INTEGER[36]) /END; ' " "PROCEDURE FREADDEC(VAR F: FIB; VAR D: STUNT; L: INTEGER); "PROCEDURE FWRITEDEC(VAR F: FIB; D: DECMAX; RLENG: INTEGER); "  IMPLEMENTATION X E EDURE DECOPS; "EXTERNAL; " "PROCEDURE FWRITEDEC(*VAR F: FIB; D: DECMAX; RLEN &  * عteVG8  )   uh[NA4'á +-Í-09Ȅ0ݡߑ ع      z Z   :    ( tV8z <|hvhwhhxylxNj+Nvwlv")@ LY8刅剅<8ȱ` 5l 5 l 5lhzh{hƁhhhƁ}eʆƀƀ|ʊe~8偅z{lzhhhhhh8冐 0 h HHHL,LwIL,h hrsʈ .ł( Ł|} ŀ}|ƀL~HHL,~HH~HHHHHHL,~ʈƅFHHHH恥HL,0~}ʈƅ0I愊iʈؚH恥LŁ|} ƅL ~~8ʈƅ  ILL, LLL,E0LL1 L ILL,ELL1 LEe8刅刪ʈʈ&~ʈƅFyʈƅ}ʈƍƎƋƊЌإL2d|e~28ʈƅyʈƅƉ` LŁ|}ƅLE||怦}ʚH恺8倅偪ʈƅ})H揥>ʈƅ ~擥  抦|ɥ8包~ƅLII懩&&u`hh HHHHHL,} ei|ʽ 8襁i}ƅ|L,hƀhhh8hohlhXhhhFffff80)ƅܥ#FfII懥HHL,Lwhhhhhƀhh-ȑhhƀ 0ȑƀ0hJJJJ 0ȑ) 0ȑƀĆLL,tq1+%ZTNlb3 `\[TOG@;:3(  T[Fc>8 ND Z1> $ "TYPE DECMAX = INTEGER[36]; STUNT = RECORD CASE INTEGER OF 12:(W2:INTEGER[4]); 13:(W3:INTEGER[8]); 14:(W4:INTEGER[12]); 15:(W5:INTEGER[16]); 16:(W6:INTEGER[20]); 17:(W7:INTEGER[24]); 18:(W8:INTEGER[28]); 19:(W9:INTEGER[32]); 110:(W10:INTEGER[36]) /END; ' " "PROCEDURE FSEEK(VAR F: FIB; RECNUM: INTEGER); PROCEDURE FREADREAL(VAR F: FIB; VAR X: REAL); "PROCEDURE FWRITEREAL(VAR F: FIB; X: REAL; W, D: INTEGER); "PROCEDURE FREADDEC(VAR F: FIB; VAR D: STUNT; L: INTEGER); "PROCEDURE FWRITEDEC(VAR F: FIB; D: DECMAX; RLENG: INTEGER); "FUNCTION SUPER_MOD(A,B : INTEGER) : INTEGER; "FUNCTION SUPER_DIV(A,B : INTEGER) : INTEGER; "  IMPLEMENTATION L N E @dPROCEDURE FWRITEREAL(VAR F: FIB; X: REAL; W, D: INTEGER); "PROCEDURE FREADDEC(VAR F: FIB; VAR D: STUNT; L: INTEGER); "PROCEDURE FWR    ݂܂F      ޏݏ@܏ޏ@ݏ܏ޏݏ܏܏ ݏ ܏  ݢݣޢÄá ޣ Ą.1 ޣ Ąݣ ˡRݣ &ݢ ݢݢ!ݣ "ˡRݣ ˄ݢ!ۂ"ˡ+ݢݢݢˡݢݢ ۚݢܚ   "á +-Í-09Ȅؼ 0.á@09Ȅؼ0ݞ$09ȄjeEÍɍEáޢ >ۓɡ ؼ݀$ ؼݞ$ۡܡ ؼ" Bɍ -   $ $ ݞ$' ݑ$ $݂ō $݂ġ ݂$ $ $ȡ%  0 ފ$čV   .ˡ:  Eɡ  -ݑ š 0 0 ߿`ġ(   ݂. ݕ ؂݂3  ݕ 0 . ݑ0 ݕݕ ؂ ɡ  |,  &  * عteVG8  )   uh[NA4'á +-Í-09Ȅ0ݡߑ ع      z Z   :    ( tV8z <| [NA4'á +-Í-09Ȅ0ݡߑ ع      z Z   :    ( tV8z <| "PROCEDURE SETCHAIN(TYTLE:STRING); "PROCEDURE SETCVAL(VAL:STRING); "PROCEDURE GETCVAL(VAR VAL:STRING); "PROCEDURE SWAPON; "PROCEDURE SWAPOFF; "PROCEDURE SWAPGPON; "  IMPLEMENTATION X E C/C.CODEDEDEKYKK.2 4k/P/NEWC/C.CODE.CODE@ˡצ)Version 1.3 of the Chainstuff unit cannot+run with a non-1.3 version of SYSTEM.PASCAL تPšH++H0تPRšT+R+PTP0TRšزTRPزTPR, *BZC.CODEDEDEKYKK.2 4k/P/NEWC/C.CODE.CODE  $FUNCTION PADDLE(SELECT: INTEGER): INTEGER; $FUNCTION BUTTON(SELECT: INTEGER): BOOLEAN; $PROCEDURE TTLOUT(SELECT: INTEGER; DATA: BOOLEAN); $FUNCTION KEYPRESS: BOOLEAN; $FUNCTION RANDOM: INTEGER; $PROCEDURE RANDOMIZE; $PROCEDURE NOTE(PITCH,DURATION: INTEGER);  "IMPLEMENTATION N E  "hhhhhhh)hpdHHHH`4hhhhhhhi)hH`HHH`0hhhJhh)*XhHH`"hhhhhhHHLM0`L+L10`LELK뭕 JF8ȹe8ИL`Lø{{ttmnghab\\WWRRMNIIEEAA=>::673401..+,))&'$%"# !$hhhhhh9.:.;.<0(0(099JH;HHH`Z310/$ T%&'( %U(`2<\XNELL1 LEe8刅刪ʈ.ת&תת(%Ɓ.񄓡9&   P ? 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ALL RIGHTS RESERVEDGצצkת{צcתת(WצSתԦת(KצOת  n`Äצ(ڹצParity (CRC) error(Illegal volume numberת(Bad I/O operationת( Timeout errorת(Volume went off-lineת(צFile lost in directory( Bad file nameת(kNo room on volumeת(QNo such volume on-lineת(2צFile not found( yeM0ٹVolume already on-lineת(צText file lost(Code file lostת(צ File found(Blocked volumeת(צUnblocked volume( File nameת(File/(unblocked volume)ת(File/(blocked volume)ת( File/volumeת( Volume nameת(Output file fullת(צWorkfile is saved(צNo directory on volume(No workfile to saveת(Wildcard not allowedת(צ"Bad form (Wild Non-Wild) card(Illegal file/volume nameת(צ&Illegal change (Volume file) name([Bad destination for files foundת(3,=9 ,0vKoġ#(צ expected1(& Ş"˶ I/O error # 4!צ Filer error # ء '\T&)áY 0(" ȡ3پ!}ȄپaپzȄ پaAצI T  ܪ۪ڪ-ˡ[ ġR&    צ ? (Y/N) - -F&צ ?  ɡ& Invalid #P  ˄I&Remove all files on Gצ : ? (Y/N)Z ٪ # ת á 1 0 ء,ˡ   ߓ`&צPut  : in unit  ء ߓ  ٨š5K ˡ*   ġ" ء " N۪ڪƁK""áN׷9& צ ? " ڪ٪ت&:&Pɡ(š --> 4ثضÍצ$*á-:á?::á ;&Pġ - عEXå[ׯGC81(*MJLN0A$6\ۡ &Pɡ צ, áצ áצ nܪ(G[!nء CGGá+á &"ˡ~[צ[ ˡ  .  sآWצ:آ(Yצ\& آצ ? ) áYø۪     0ު(áܲ~ %&ܥKO &&ȡu ''k'ȡKk'k-'' ܡšڡK N Y˄ &"&& & ܡ&'&k'{[{ c󓍄E''S'צ:'{!'0'c?'(&K& not processedá á1 9U~&gڲ= ggۓ$=?'ز=g(=g=&=g&Pɡۡצ ...too long <ٹIצ file name @ scan string 'צ volume name Q<%ۡ9á    - character maximum >- Illegal formatTH=ڲ= ݪצf&1צ what fileצ what volumeצ ?  , gg#š=jgjPg?=ɍ :g=#g=ɍ+=*á =*=%á=۲jjj:j($hh=ɡX="#š=P="="=h"h=h"h"=P=gg=á?gg=ɡ, 󍓡 =gPܓÄ)jjSj:jˡjj(jAj(ܓ8fáOGˡ iiK ׷Ȅff@ Զ ުݪ"צPWkKGˡ jjšצɄS{cpڥs[KG2G:[ Remove oldRƁ-צChangeChange to what׷{צSW,,W,צ:,(,,(,{A,(*צChange*[")ǐ ),, d,,[,["𥀈{á򥀿Dá" G"+!+~G?KÄ?G;K;GK,,G,:, ׯ>צRemoveǀ RemoveE+Gޤ removed%á % ń,&Update directory ? צ Ɓ3"ڕš"قܡCצC#ÄÄ~Íj%á*Put in G:'Insert destination disk %š " ݢÄݢÄ ۡ "ˡ ݢ ڶ /ݢ0/0 /0/0 0 òCń /C"ݢݢ///://tLצTransferTo whereׯ󓄡{ׯ00ji˄j˄i˄&צ2Number of blocks on the destination volume is not צthe same as the source volume!Do volume transfer anyway? (Y/N) H3Transferצblocks# of blocks to transfer צTransferׯh(*ivƁ-צMakeǐh"))** **"&G:[ madeצT  ߪ Ɓ8 55 *SYSTEM.WRK. 5 5 4454=5  d66.6.6 65ݪ   p "٪ؓצ *SYSTEM.WRK.,C:[., #[.GC .צE&Save as :. ? 瓡צSave asצ[š C?/צTEXT#CODE#饀!.[G&TEXT&  "hKצ*..CODEOld code removed, Text file saved  & 0צCODE  "צCode file saved62!o.צצ not named2 Workfile is :.񄓡 (not saved) No workfile$.ת&תת(%Ɓ.񄓡9&צThrow away current workfile ?  ءצ*SYSTEM.WRK.TEXTצ*SYSTEM.WRK.CODEצ*SYSTEM.LST.TEXT**.*צ.BACK*צRemove  ء&צWorkfile cleared%f & ݪܪ  : .  ǀá@ .  ڲ צ& * (&Getצǐ%G.[.&ؓń=.צ.TEXT.  צ.CODE ..Ȳ.׷:.TEXTצText ײ&(צ.CODEצCode (١%צNo  file loaded& '- &*- ȡ%ܾz ܾ0ŶȄ: \+Cˡ_ Today is C -C-C צ-Date format: dd-mmm-yy (month, year optional) New date :  +Cػ*škGGȡ"GؾAĥGؾZȄ GإGؾAa ȡ$GCػ*c+C ػ?צ:@Ä Cצ The date is C -C-C 6 ),%ö,ÍP$&,􍓡~%K:, %,,,|-ٕڶ+šڸ+*ڂ*ŶB < UNUSED >     -p.ƃƅ'Directory listing ofצ׷١糖 צ#1:(ƃ"١̅.̅-̅,̅+̅*̅) ̅(צ Ä - %̅,ړצListƅ-~$ʅ.áWriting.ʅ.̅.ʅ- ̅/ʅ- ʅ/.ʅ/ʅ/̅)ʅ(ʅ)̅(ƃʅ/ƃצʅ/ƃʅ) ƃʅ/  ƃ-ƃƅ0ʅ/ ƅ0ƃ-ƃʅ/   ءQƃʅ/ ƃʅ/  ƃƃƅ0ʅ/ƅ0ƃfile3ƃʅ/ ƃ ƃƅ0ʅ/ƅ0- ڍʅ- .ƃʅ. ƃ/ƃ  ƃ files<ƃצ , ƃʅ( ƃצ blocks usedƃצ, ƃʅ* ƃצ unusedƃ, ƃʅ+ ƃ in largest"١ ƃƃ"ƃ +  T,!Volume # - Volume Name - # Blocksȡ &Gȡ~ צH צ:  Y0N "áA צצצ ȡEݏˡ.ǀ צSystem volume is - ?:Prefix volume is - ;:/ Zero directory ofצH צ Are thereצblocks on the disk# of blocks on the disk .Enter new volume name ( for no change) : ׷g 饀:ˡ!:DG : correct ? 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L N9 +i C* ɭЅ?0ȱ L Ѕ?iȱi L CPl莶莸L莸LNO FILE SYSTEM.APPLE SYSTEM.APPLEJ) (jJJ>Lx "?I  `  C x Nx G .x- `V0^*^*>` aI꽌ɪVɭ&Y&&Y& 꽌ɪ\8`&&꽌ɪɖ'*&%&,E'зЮ꽌ɪФ`+*xH&x'8*7Ixix&&    ') +!  &п  x) ++`FG8`0($ p,&" COPYRIGHT APPLE COMPUTER, INC., 1984, 1985 C.LEUNGhBLANK{p@9 %  L$MUST BOOT FROM SLOT 4, 5 OR 6CJJJJ ] x    @ N- +i C ɭЅ ȱ  @ Ѕi ȱi  @ CPl莶莸L莸LNO FILE SYSTEM.APPLE SYSTEM.APPLEB\ DE F G L[  ` COPYRIGHT APPLE COMPUTER, INC., 1984, 1985 C.LEUNG%PERFORMANCE REPORT@P@PStudent: @01 @PETest: KeyMath-R: A Diagnostic Inventory of Essential Mathematics@P4Date of Test Administration: @02 @PExaminer: @03@P@Pial Mathematics@P? On the above date @04 was administered the Keymath Revisedtics@PD(KeyMath-R). At that time @05 was @06 years old and enrolled in theP@07 @08 at @85 School.@P@P @05 was @06 years old and enrolled in thePE---------------------------------------------------------------------@P@PTEST DESCRIPTION @P@P--------------------------------------------E The KeyMath-R is an individually administered test that provides@a comprehensive assessment of important mathematics concepts andvidesAskills for kindergarten through ninth grade instruction. ResultsidesCof this evaluation identify a student's strengths and weaknesses inesDthree broad areas: Basic Concepts, Operations, and Applications; insEthirteen "strands" (e.g., subtraction, problem solving) each measuredBwith a separate subtest; and in forty-one strand components titledredbased assessment can help guide and tailor instruction for theent-redBstudent. This guidance function is enhanced by the normative dataredDavailable on the KeyMath-R to compare @09's performance with that ofd2@10 @11-level peers.@P@PTOTAL TEST PERFORMANCE@P@Pmance with that ofdB On the total test @09 obtained a standard score of @12, whereofdCthe mean for the test is 100 and the standard deviation is 15. @31fd>performance yielded a percentile rank of @13, meaning that @09 @31fdBoutperformed @13 percent of @10 @11 level peers on the total test.1fdBThis level of performance is typically achieved by students at @111fd@level @14. @31 achievement on KeyMath-R was at the @15 stanine.111fdFCollectively, these indicators describe @09's overall test performance&as @16@P@PGENERAL AREA PERFORMANCE@P@Pe @09's overall test performanceB @09's performance in the three broad areas of Basic Concepts,anceEOperations, and Applications @17. On Basic Concepts, which addresseseEthe knowledge of quantity and space, @05 achieved a standard score ofeC@18, a percentile rank of @19, and @21 @11 equivalent of @20. Thisofeperformance @22@P@Pank of @19, and @21 @11 equivalent of @20. Thisofe: On Operations, which involves both written and mental20. ThisofeAcomputation, @09's performance yielded a standard score of @23, aisofeof the same size. Three of the four parts are colored red, sor partssAthree-fourths of the shape is red." When @09 can effectively useartssDpart/whole models, instruction should progress to part/group models;ssEe.g., two red marbles in a set of five marbles (2/5); six red marbless$in a set of eight marbles (3/4).@P@Pve marbles (2/5); six red marblessD{2}@09 can benefit from further review on representing fractions andssBordering them by size. Fraction bars will be helpful in comparingndssEsizes and identifying equivalent fractions. @09 is beginning to worksAwith decimals and percents. Instructionally, money can provide aworksChelpful bridge: e.g., one cent ($.01) is one of a hundred parts orrksCone percent of a dollar; seventy-two cents ($.72) equals 72 percentrksof a dollar.@P@P dollar; seventy-two cents ($.72) equals 72 percentrksF{3}@09 is working with all three types of rational numbers--fractions,Edecimals, and percents. It will be helpful to have @39 use all three,Btypes to describe the same representations; e.g., six of ten equalree,Bparts can be recorded as 3/5, 0.6, and 60%. The use of part/wholeree,?representations is particularly effective in revealing the sizeoleree,@relationships between values expressed in different forms; e.g.,leree,2ordering the values 25%, 0.4, and 1/8 by size.@P@Pt forms; e.g.,leree,B@90GEOMETRY: @09's scaled score of @45 and percentile rank of @46ree,!reveal that @05 is performing @47of @45 and percentile rank of @46ree,E{1}@09 is developing and applying language skills relating to spatial,Apositions and attribute relationships. These spatial concepts andtial,Eterms include up/down, over/under/on, beside/between, and left/right.,CAttribute relations involve determining likenesses and differences,t.,Bsorting and classifying, and constructing and continuing patterns.,t.,CThese concepts can be effectively addressed with everyday materialst.,@such as buttons. For example, show the student three buttons ofalst.,>different colors. Then, in a game format and with the studentofalst.,Ewatching, place one button under a book, one between the pages of the,?book, and one on the closed cover of the book. Then direct theof the,Cstudent, "Tell me where the (red) button is." Likewise, buttons ofhe,Edifferent sizes, shapes, and colors can be compared, sorted, and used,Fto construct patterns. As the student grows in skill, include the use+of attribute blocks in the instruction.@P@Ps in skill, include the useB{2}@09 is working on describing spatial positions such as in front useFof/in back of and beside/between, sorting objects by their attributes,Band constructing patterns. @44 is also working with plane figures;tes,Fthus, activities that utilize figures such as triangles and trapezoidsCin the above tasks, with extensions into similarity and congruence,ids%should be particularly effective.@P@Pnto similarity and congruence,ids@{3}@09 has generally progressed beyond the recognition of commonce,idsDtwo-dimensional figures and is now into content involving coordinateds=planes. The use of grids, geoboards, and dot matrices can berdinatedsBparticularly helpful in developing and applying concepts involvingtedsBsymmetry, parallel and intersecting line segments, and angles.@P@PtedsB{4}@09's instructional level involves the use of coordinate planestedsDand three-dimensionality. Geoboards and dot matrices can be helpfulds>with concepts such as symmetry, parallel and intersecting lineelpfulds@segments, and angles. Interlocking cubes, irregular blocks, andpfuldsCpaper-folding constructions are all useful in developing a sense ofldsBthree-dimensionality and the ability to perceive such objects fromfldsdifferent perspectives.@P@Pe ability to perceive such objects fromflds>@90ADDITION: A scaled score of @48 and percentile rank of @49fromflds$indicate that @09 is functioning @50and percentile rank of @49fromfldsC{1}@44 needs further work to master the concept of addition and theldsAaddition facts. It is important that @09 recognize that additionhelds?involves a combining of quantities. Initial instruction shouldonheldsEinvolve objects, progressing from counting a set, to counting throughsFtwo sets to achieve a total, and then to counting on from the total inFone set through the content of a second set. As these counting skillsEbecome established, recordings should be made in the form of additionsEnumber sentences. When @09 can represent and record addition facts, sDoral drill should be used frequently to establish and maintain fact s mastery.@P@Phould be used frequently to establish and maintain fact sD{2}@44 has general mastery of the addition facts and partial mastery s@of algorithms for whole numbers. Before @09 can effectively addtery sDtwo- and three-digit numbers with regrouping, @05 must have mastered sBthe ability to rename numbers. Dimes and pennies are particularlyed sCuseful in developing this skill; e.g., using different combinationsd sCof dimes and pennies to represent the value forty-two cents. It isd sBeasy to build on such activities by having @39 record the value insd sDeach of two sets of dimes and pennies, and then represent and record sBtheir combined value using no more than nine pennies in the total.rd sEWhen @09 can represent and record the addition algorithm with numberssEat this level, it will be easy for @39 to transfer to the addition ofsmulti-digit numbers.@P@Pe easy for @39 to transfer to the addition ofsB{3}@44 can add whole numbers and is now working on the addition of ofs;decimals and fractions. Adding decimal numbers requires antion of ofsDunderstanding of decimal values and a recognition that only the samefs?place values can be combined. (Occasionally use the horizontal samefsAformat to check this understanding). Similarly, adding fractionsamefsErequires the knowledge that only fractions with the same denominatorss>can be combined. To maintain a focus on the denominator, haveinatorssD@09 always record that part of the sum first. Before @05 can handlessDthe addition of fractions with unlike denominators, @09 will need toss7master the skill of obtaining equivalent fractions.@P@P will need tossA@90SUBTRACTION: @09's scaled score of @51 and percentile rank of toss&@52 reveal that @05 is functioning @53 @51 and percentile rank of tossF{1}@09 has yet to achieve mastery of the subtraction models and facts.CThe easiest of the subtraction models for students to represent andts.Dunderstand is "take away," whose separating action is the inverse ofs.Athe combining action in addition. It is helpful to have students ofs.Crepresent and record "take away" situations, frequently stopping tofs.?relate them to addition. Comparing amounts is the next easiestg tofs.Bsubtraction model for students to represent. Here you should haveofs.?@09 focus on the correspondence between elements in two sets toaveofs.=determine how many more are in the greater set. When @05 cantoaveofs.Crepresent and record subtraction facts, use oral drill to establishfs.and maintain fact mastery.@P@Pon facts, use oral drill to establishfs.@{2}@09 has achieved general mastery of the subtraction facts andishfs.@partial mastery of the subtraction algorithm with whole numbers.ishfs.>Before @05 can successfully subtract with regrouping, @05 musts.ishfs.Cestablish the ability to rename two- and three-digit numbers. Thisfs.Dskill is most easily acquired through activities involving dimes ands.Dpennies, base ten blocks, chip trading, and the like. Many studentss.?find it helpful to begin subtraction by completely renaming thedentss.Cminuend where needed, rather than regrouping during the subtractionss.Cprocess; this allows them to concentrate on one task at a time.@P@Pss.A{3}@09 can subtract whole numbers and should be able to transport@Pss.Fthose skills directly to the subtraction of decimal numbers. However,C@05 must have a good understanding of decimal place values and muster,Abe aware that zeros may be added to the right of a decimal numberster,Cwithout changing its value. The latter concept is necessary when aer,5minuend has fewer decimal values than the subtrahend;cessary when aer,Fe.g., 4.5 - 1.38 = --?--. When subtracting fractions, @09's attentionAshould be initially focused on the denominators, and these shouldntionDalways be recorded first in answers. Before @05 can subtract unlikeonnumbers with one- and two-digit divisors. Some students, whenof wholeEdividing within the vertical format, find it helpful to have verticaleClines between the place values in the dividend that extend into thealeEanswer and below. These lines remind the student of the place valueseDin the answer, help identify where the first digit should be locatedseAin the answer, and may help avoid the omission of median zeros intedseEanswers. All are common difficulties, particularly when students aree(beginning to use two-digit divisors.@P@Particularly when students aree?{3}@09 has progressed from the division of whole numbers to thets areeAdivision of decimals and fractions. When using a vertical format areeEand dividing by a whole number divisor, @09 must remember to positioneBthe decimal point in the answer directly above its location in theione>dividend. @44 must learn to convert decimal divisors to whole theioneFnumbers while moving the decimal point in the dividend the same numberEof places to the right. Once this compensation process is completed,rCthe division algorithm remains the same. Before progressing to thed,rCdivision of fractions, @09 should be able to multiply fractions andd,r=should have practiced determining the reciprocals of fractionns andd,r divisors.@P@Practiced determining the reciprocals of fractionns andd,rD@90MENTAL COMPUTATION: A scaled score of @60 and percentile rank of,r<@61 reveal that in mental computation @09 is functioning @62 rank of,rF{1}@31 performance suggests that practice with orally presented mental@computation chains would be useful in developing number and factmentalCfacility. These may begin with chains, progressing from relativelytalBeasy chains such as "four, plus six, minus eight, equals --?--" toytalDmore difficult chains such as "nine, minus four, plus twenty, minus alFten, equals --?--" (Pause at each comma for about one second.) Provide?practice on such chains on a weekly basis for intense three- orProvideDfour-minute sessions in a game-like atmosphere. Adjust the content,deCspeed, and number of computations to conform to @09's progress.@P@P,de@{2}@09 can benefit from distributed practice on orally presentedP@P,deBmental computation chains; e.g., "six, times four, plus one, timesP,deEtwo, minus ten, divided by five, equals --?--", with the computationseAgiven about one per second. @44 can also benefit from the visualionse>presentation of computation where the mental use of "friendly"ualionseA(compatible) numbers, compensation, and related strategies can beionseBemployed. Later, these tasks may include multiplying and dividingonseby tens and hundreds.@P@Pasks may include multiplying and dividingonseA{3}@44 can benefit from occasional practice with orally presentedgonseDmental computation chains; e.g., "eight, times six, plus two, timesseDtwo, minus forty, divided by six, equals --?--". Instruction shouldseEalso include practice using strategies such as compatible numbers andeDcompensation to mentally solve visually presented problems involvingde:whole numbers. @09 is also ready to compute mentally with involvingde?decimals and fractions. Tasks such as multiplying and dividinglvingde@decimal numbers by tens, and converting decimals and percents tovingde&common fractions, will be helpful.@P@Pg decimals and percents tovingdeA@90MEASUREMENT: @09's scaled score of @63 and percentile rank ofingde7@64 indicate that in measurement, @05 is performing @65le rank ofingde?{1}@09 is working with comparisions to identify taller/shorter,ofingde:longer/shorter, heavier/lighter, larger/smaller, and holdsrter,ofingde@more/holds less. It is important that the instruction provide afingde:breadth of experience and involve hands-on activities.@P@Pvide afingdeB{2}@09 has generally moved beyond making simple comparisons and isngdepencils as a unit for measuring the length of a comb. Related thansde@experiences with weights and a pan balance would be helpful.@P@Phansde:{3}@09 has generally moved beyond the selection and use ofl.@P@Phansde7non-standard units to measure length, weight, area, and ofl.@P@Phansde@capacity. @31 attention should now be directed toward measuringhansdeDlengths and areas with standard units. Measuring length needs to bedeEclearly established before proceeding to measuring area. FundamentaleFto linear measurement is the ability to read and interpret scales. IfD@09 has difficulty with this, have @39 construct a scale on tagboardIfDor adding machine tape. Next, the relationship between centimeters,IfFmeters, and kilometers needs to be understood, so that the appropriate?unit will be used for particular tasks, and so that conversionsopriateBbetween units can be made easily. Instruction for customary unitsiateCinvolves similar activities, although special instruction is neededate4on making measurements to a fraction of an inch.@P@Pction is neededateD@90TIME AND MONEY: On Time and Money @09 achieved a scaled score ofteB@66 and percentile rank of @67, indicating that @05 is functioningofte@68 and percentile rank of @67, indicating that @05 is functioningofte?{1}@09 has yet to master identifying the order of chronologicalingofte=events. Repeating events in stories and movies provides goodalingofte@practice, as does ordering pictures from selected Sunday comics.ngofteDMarking paper plates for parts of a day and for days of the week mayteEhelp @39 recognize the sequential order in these events, and can alsoeCprovide a positive transfer to reading a clock. @09 should work onsoeBreading a clock and recording time to the hour and half hour. @44nsoeBshould also work on identifying coins by value and combining coinsnsoe;for values to twenty-five cents. For the latter, encourageg coinsnsoeCflexibility; e.g., "Show me three different ways to make 20 cents."soe@P@Pibility; e.g., "Show me three different ways to make 20 cents."soe@{2}@09 should work on functionally using the monthly calendar tos."soeAdetermine days, dates, and time intervals; e.g., "What day is the."soeC17th?", "What is the date of the fourth Monday?", "What is the datesoeDtwo weeks after the first Friday?". @44 should also work on readingoeEa clock and recording the times to the minute. For money, @09 shouldeBwork at using different coin combinations to make values up to oneulde3dollar and to make change to twenty-five cents.@P@Palues up to oneuldeE{3}@09 should work on making functional use of the clock to determineeEtime intervals, the length of activities, and simple scheduling. @44eBshould make similar functional use of monthly and yearly calendars@44eBand recorded dates. For money, @09 should work at using different@44eBcombinations of currency and coins to make amounts to five dollars@44eEand to make change for one dollar. In making change, have @39 use aneEadditive strategy, starting with the price of an item and progressinge;with coin values until the amount received is obtained.@P@ProgressingeC{4}@09 should become familiar with the concepts of AM, PM, and timenge@zones, and should learn to make functional use of a clock. @44imengeFshould also become able to compute age from recorded dates and to makeFfunctional use of monthly and yearly calendars. For money, @09 shouldBbe able to combine coins and currency to one hundred dollars, makeouldDchange, determine unit pricing, and understand checking accounts andldthe use of credit.@P@P pricing, and understand checking accounts andld@@90ESTIMATION: A scaled score of @69 and percentile rank of @70 andld.indicate that @09's ability to estimate is @71entile rank of @70 andldD{1}@44 is still learning to estimate quantities and can benefit fromld@practice using subsets and feedback on prior guesses in order tofromldBimprove estimates. @44 is also beginning to estimate measurementsomldCusing non-standard and some standard units. A useful instructionalmldBtechnique is to have @39 estimate a measurement (e.g., the room islmld;24 shoe lengths wide) and, after part of the measurement isroom islmld@completed, to allow @39 an opportunity to "refine" the estimate.islmldCSuch "refinements" might be allowed two or three times for a singlemldDmeasurement experience. These efforts will enhance @09's ability toldEmake estimates (judgments) and strengthen @10 measurement skills.@P@PdE{2}@44 is beginning to make practical use of @10 estimation skills ind@measurement (e.g., estimating distances on a map, estimating thels ind>height of a door) and in computation (e.g., estimating sums orhels indDdifferences using front-end or rounding strategies). It is stronglyndCrecommended that @09 become skilled in using the front-end (leadingyndBdigit) strategy with all operations (e.g., 2,513 + 6,502 + 7,196 =gynd=15,_ _ _ ; 731 x 5 = 35_ _) before progressing to other, more196 =gynd*difficult strategies such as rounding.@P@Psing to other, more196 =gynd?{3}@44 can estimate whole number quantities and is beginning to6 =gyndEestimate with rational values. Provide experiences such as "48 centsdCis about what fraction of a dollar?"; "94 percent of $7.13 is abouttsdEhow much?"; "0.2719 is about the same as what common fraction?". @09dDis also ready for instruction on different strategies for estimating9dgiven item, combining the frequency of more than one item, andy of ardAcomparing the frequencies of different items. Practice with suchf ardCcontent can strengthen @10 concept of number and mental computationard?skills. @09 should also be provided experiences to predict andtionardBdetermine outcomes of events such coin flips, spinners, and randomnard draws.@P@Poutcomes of events such coin flips, spinners, and randomnardA{2}@44 is now ready to make use of charts and tables in practicalmnardDsituations, such as interpreting transportation schedules and simplerdDmileage charts. Instruction should include the construction and userdCof one- and two-attribute bar graphs, pictographs employing scales,erdand line and circle graphs.@P@Praphs, pictographs employing scales,erdA{3}@44 can benefit from applied practice involving transportations,erd@schedules, mileage charts, newspaper ads, and related charts andns,erd=tables. Instruction should also involve the construction andandns,erd8interpretation of different types of graphs. Newspapersn andandns,erd;(particularly USA Today) are an excellent resource for suchndandns,erdCcontent. @09 is also ready to begin applying the concepts (perhapserdhave @39 identify the "action" involved in different problems,l toemss;thereby determining the appropriate operation to use; e.g.,ms,l toemssFcombining unlike quantities requires addition, combining a set of likeDamounts is most efficiently done with multiplication, separating andkeBcomparing amounts is done with subtraction, and separating a largendke>amount into smaller like amounts is most efficiently done withargendke division.@P smaller like amounts is most efficiently done withargendkeB @09 should also be solving a variety of non-routine problems,ndke>such as finding the next number in a progression that does notems,ndke>involve skip counting (e.g., 3, 7, 15, 31, __ ) or determiningems,ndke@special coin combinations (e.g., what four coins together make as,ndkeDvalue of 56 cents?). @31 progress in learning to solve both routinekeDand non-routine problems will be greatly influenced by the amount ofke@instructional time devoted to such efforts and the diversity andt ofke.applicability of the experiences provided.@P@P the diversity andt ofke>{3}@09 is able to solve a variety of routine one- and two-stepndt ofkeFproblems that require any of the four operations. Maintain this skillDlevel with frequent practice in application settings. Such practicellBshould include problems with extraneous or missing information andcellEthose where the needed information must be obtained from ads, charts,ltables, and graphs.@Pd information must be obtained from ads, charts,l= @09 should also receive practice on solving a variety of charts,l@non-routine problems--those where the steps for solution are notarts,lBclearly evident. Such problems help develop flexible thinking andts,lDpromote the application of problem solving strategies such as "guess,lwill be greatly influenced by the amount of instructional timeoblems,lCdevoted to introducing and applying problem-solving strategies in as,lvariety of situations.@P@P applying problem-solving strategies in as,l@91PERFORMANCE SUMMARY@P@P applying problem-solving strategies in as,lD In summary, @04 is functioning @78 @31 performance in specific,l=areas@79 performance variations that need to be considered inpecific,lAdeveloping @10 instructional plan. On subtests, @05 displays @80fic,l@44 displays @81@P@Puctional plan. On subtests, @05 displays @80fic,lB This report contains many instructional recommendations to beic,lBconsidered for possible implementation by the practitioner. Theseic,lCcannot, nor should they, be collectively implemented. Rather, theyc,l@are suggestions to be prioritized and selectively implemented toheyc,lDimprove @09's understanding of and appreciation for mathematics. In,l=planning @10 instruction, try to capitalize on @09's personalcs. In,lFstrengths as you work to provide developmental and remedial support.@Pd!!!!!!!!!! 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Ceiling = Domain Sum +3 -- Press RETURN **0&** Invalid Disksize -- Press RETURN **03** Insert Report disk in Drive 1 -- Press RETURN **0yצ1** Insert Data disk in Drive 2 -- Press RETURN **0:2Y*_(_,NY&w 0 \ ڪ<&#(('*'*ġ\)+'+) 123456789%%š$&+$+ȡ% %$$#%#&&''#j3 gsA sssɡg. guA uuuɩu ōg4 gtA tttɩtōgfuá,s``étńg`˩tńg3u éuÍuÍu Ítšg tšgg  ڿabcdefghijklmnopqrstuvwxyzš*צABCDEFGHIJKLMNOPQRSTUVWXYZ p AȡA؛A؛ 0 ˡá/á צ-šo </á צ-š"&  ō Kɡ_ ōIá ńń% ÍÍ Í šš  ɡצ0  ɡצ06//< V ت<> ت<c٩cccš  c>@צ? = Help Up Arrow = BackLצ? = Help Use Up & Down Arrows!צ RETURN jצ? = Help  Use Up, Down, Left, Right Arrows.צ RETURN v צUse Up & Down Arrows! 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Measurement:1. Comparisonsצ2. Using non-standard unitsצ%3. Using standard units--length, areaצ)4. Using standard units--weight, capacity צ10. Time and Money: צ1. Identifying passage of time2. Using clocks and clock units!3. Monetary amounts to one dollar"3. Monetary amounts to one hundredצ!dollars and business transactions0[ ]0[ ]0[ ]0[ ]:[   ]0 [ ]0[ ]0[ ]0[ ]:[   ]f"צS6 7. Division:צ1. Models and basic factsצ%2. Algorithms to divide whole numbersצ3. Dividing rational numbers 8. Mental Computation: צ1. Computation chains צ2. Whole numbers3. Rational numbers0[  ]0[  ]0[  ]:[   ]0 [  ]0 [  ]0[  ]:[   ]p#צS55. Subtraction:1. Models and basic facts'2. Algorithms to subtract whole numbers3. Subtracting rational numbers 6. Multiplication: צ1. Models and basic facts צ'2. Algorithms to multiply whole numbersצ3. Multiplying rational numbers0[ ]0[ ]0[ ]:[   ]0 [ ]0 [ ]0[ ]:[   ]$צS4 3. Geometry:צ"1. Spatial and attribute relations+2. Two-dimensional shapes & their relations)3. Coordinate & transformational geometry-4. Three-dimensional shapes & their relations 4. Addition: צ1. Models and basic factsצ"2. Algorithms to add whole numbers3. Adding rational numbers0[ ]0[ ]0[ ]0[ ]:[   ]0 [ ]0[ ]0[ ]:[   ]%צS31. Numeration:צ1. Numbers 0-92. Numbers 0-993. Numbers 0-999צ$4. Multi-digit numbers and advanced  numeration topics 2. Rational Numbers:צ 1. Fractions 2. Decimals 3. Percents0[ ]0[ ]0[ ]0[ ]:[   ]0[ ]0[ ]0[ ]:[   ]&צS2 Test Form:צ A = Form A B = Form B,צ Norm Base:BA = AgeB G = Grade Area, צSubtest צConfidence Level: צA = 90% צB = 68%, צConfidence Level:B צA = 90%B צB = 68%[]=[] Zá[A]'Dá[B]צ[ ]= Zá[A]'Dá[B]צ[ ]'צS1 Last Name:צFirst:4Initial:צSchool:4צSex:A(M/F) Examiner:4Grade:Aצ(K-9) צTeacher: Year Month Day צ---- ----- --- Test Date:צ Birth Date:צChronological Age:    [ ]"[#2]=[] [ $]=[] [ ]=[] [  ][ ][ ][ ][ ][ ][ ]D( # Help Screen xá צ ARROW keys צMove the cursor to the name of (צthe student to be changed.  צ RETURN key  Select the highlighted student.xá  ARROW keys Move the cursor to the name of (the student to be deleted.   RETURN key  צSelect the highlighted student.  ARROW keys Move the cursor to the name of (the student to be displayed.  RETURN key) צBegin displaying theצ reports for the (צselected student  צ (N)ext  Display the next screen צ (P)revious  Display the previous Screen צ (M)ain Menu Return to the main menu  צ9Note: A "P" displayed by a student's name indicates that information< for that student has been printed since being entered or changed.Press RETURN to continue.02p)CHANGE STUDENT:צ9- Press the RETURN key until the field to be changed is  highlighted.:- A small change to a text field can be made by using the arrow keys to: position the cursor on the character where the change is to be made4 and typing the change; press the CTRL-I key to insert one spaceצ8 at a time; press the CTRL-D to delete a character.צ:- To completely retype a field, begin typing at the firstצ character and theצ7 field will automatically blank and begin to accept what is being typed;צ: numeric field changes are always completely reenteredצ to make changes.T* # Help Screen  UP ARROW key Move the cursor to the previous )צ data field.  RETURN key  צRecord the data that have been )צ entered and then move the cursor )צto the next data field.  Next Screen  #Move to the next data entry screen. צ Change  צ#Make changes to the current screen.  Prev Screen  Return to the previous screen.  Main Menu  Return to the main menu. *Press RETURN to continue.ɡ(ثrɄ 'r(Ʉ &rp(2Ʉ %(r]2<Ʉ $2rJAkrro+6渚g쩁ZáAA<DáAB<A <g Akrro+7gjZáAA<DáAB<A <g> Akrcro+7gChrcáZ V Rr8g橁ȡgu櫆s竆u諆t멁š#uuá ustꩆušu uss镫쩆uꕫt땫9   <:AAMAFgg 0;AڥAKA0A9gg 6<rr楆A< Ak crgro+A䥆A<#Akrro+A䥆A Akrro+ A䥆Aª< Akrro+¥A䥆A Akrro+;g䥆AϪ< Akrro+ϥA䥆A Akrro+9g r-:Sáɩōɩ ō$m2Z);rcá 2QK$=ww(=k@@áw @áw'8@áw@áw @áw&4@áw@áw @áw%3@áw@áw @áw$2@áw@áw @áw#1@áw@áw @áw"0@áw@áw @áwi!/@á w@áw @áw; . @áw @áw mAe9wá ( >צM1" S E L E C T" ----------- Enter New Student Change Student צDelete Student Display Reports  Print Reports Set-up Options צ Exit Program? # Help Screen  UP ARROW and DOWN ARROW keys Select the highlighted option.  RETURN key  Enter the desired selection.  ESC key  Exit the program.צPress RETURN to continue.@i Enter New Student Change Student צDelete Studento Display ReportsW  Print ReportsA Set-up Options* צ Exit Program|gQ=( A?áii ?Ao @? pqAk iil ii piiȡi išiqؓpwB9 צ agsetup.dta"ëg0@C9 צ agsetup.dta"ëg0@DCgͨD4DAN4ͥXE  F צS9 A <+Change paper at end of page? [ ] (Y or N)A2 AA??yé?YÍYN DgͥFG9צKMTAB1:c  צ3** Insert Report Disk in Drive 1 -- Press RETURN **?  Processing, please wait...HAN<צ!OK to Delete All? [ ] (Y or N)AA Yájjצ! IצS10"צ S E L E C T"צ -----------ccȡcá(cc . - -ccjIj'@ Main Menuɡ6 Ji ?jiZš"@צ Main MenuQiɡ ii iiš.-o)Jpq4iZš Main Menu-k iiBl ii3nm*iɡ iiiiišiiiaái'icáiiábi išbiqpj$išggi- KgšJKLAN<צOK to Delete? [ ] (Y or N)AA Yá^Mgɡ'-ágg%<N9 צ agstudnt.dta"ëg2@O9 צ agstudnt.dta"ëg2BPOg$4QO"ëgg$ꥁ:Rثbbȡ(bbbb1JS,   ""؛á--Íå-L TáT---צ,  צ ""--؛&UOg-PȡUꥁ3UȡU*a |VOꥁȡ*ꥁUg?\WA <צ"Enter Date: [ ] (mm/dd/yy)A <#AAgg4A%fXȡ-ȡ%||ȡ-Oo Y NYצK E Y M A T H R E V I S E D/A Diagnostic Inventory of Essential MathematicsFTM!צ Version 1.1 צCopyright 1988 7American Guidance Service, Inc., Circle Pines, MN 55014)AXXXXXXX XXXXXXX XXXXXXX XXXXXX XXXXXXX XXXXXXתP)?XX XX XX XX XX XX XX XX XX XXתP)?XX XX XX XX XX XX XXתP)?XXXXXXX XXXXXXX XXXXXXX XX XXXXXXX XXתP)?XX XX XX XX XX XX XXתP)?XX XX XX XX XX XX XX XX XX XXתP)?XX XX XXXXXXX XXXXXXX XXXXXX XXXXXXX XXתṔ$ʁ$ȡT)́%ʁ%ȡ,)ڛXá*XiOJ Z쥄ͥ/  צZ9% Cg9צKMTAB1: CggEFjVBiNg>gURxLgQiS> URjxLjWgM QiSURgn DDתPH צ%ASSISTRH RRתPH צ%ASSISTR"G ^:iˡ iá  )FfX >tX d & l  0 >xn.,b:x !`#%(`*,.004@8=HACEH^KM@QST:UUpWvXY.WZ(\\>]]*^|^^^_`0aaNbbbNci,ikXilkZEFjV@xMj B899:=ASSISTR ERROR SELECTHEMENUHELPCALCTAB CALCDIFFCOMPARISBUILDNARWRITEPERBLDPG4A1BLDPG4  @عצ(** Student Not Found -- Press RETURN ** צ0** Narrative Not Implemented -- Press RETURN ** צ3Insert KeyMath Data Disk in Drive 2 -- Press RETURNh+** Table Error Call AGS -- Press RETURN ** /(  "$&fM b\\ER.CODE1\.TEXTGb[h:mng>ʷB `^ph.CODETR.CODEKE.CODE1.TEXTG[:mƳgEʷ# Help Screen צ8ARROW keys Move the cursor to the student )צto be selected.  9RETURN key Select the highlighted student. ꓡ צ2(N)ext Display the next screen. צ6(P)revious Display the previous screen. צ2(M)ain Menu Return to the main menu. צ>Notes: - When a student is selected, an asterisk is displayedצ beside the@ name to indicate that the student has been selected.5 - If a student is selected by mistake, press צRETURN again at thatצ; student's name and the asterisk will disappear.ꓡS= - Select "Start Display" to start displaying reports.צ9 - Select "Start Print" to start printing reports.9 - To stop printing a report before the report is צcompleted, pressצ< any key once and then wait until the "Continue?"צ prompt isצ: displayed (the printer may continue printing aצ few lines afterצ the key is pressed).Press RETURN to continue.5 # Help Screen צ7UP, DOWN ARROW keys Move the cursor to the report )to be printed.  8RETURN key Select the highlighted report.  7Complete Report = Score Summary, Score Profile, Summary צ,of Domain Performance, and Narrative Report. צ1Score Summary = raw scores, standard scores, and  percentile 6ranks for Total Test, Areas, and Subtests, plus age or +grade equivalents for Total Test and Areas. צ9Score Profile = plots of confidence bands for Total Test, +Areas, and Subtests, plus Area comparisons. צ5Summary of Domain Performance = subtest ceiling items 5plus student score, average score, and student status צon each domain. 8Narrative Report = a detailed summary, in essay form, of /all scores, with suggested teaching strategies.Press RETURN to continue.  +Areas, and Subtests, plus Area comparisons. צ5Summary of Domain Performance = subtest ceiling items 5plus student score, average score, and student status  agtab1.dta楙"ë@@  agtab2.dta."ë@@  agtab3.dtaf"ë@@  agtab4.dta"ë@@  agtab5af.dta쥙"ë@B  agtab5as.dta쥙"ë@B  agtab5bf.dta"ë@B  agtab5bs.dta"ë@B   agtab6.dta"ë@@   agtab7.dtal"ë@@   agtab8.dta"ë@@   agtab9.dta"ë@@   agtab10af.dta<"ë@D  agtab10as.dta<"ë@D  agtab10bf.dta"ë@D  agtab10bs.dta"ë@D  agtab11.dtaإ"ë@B  agtab12.dta"ë@B  agtab13.dtaH"ë@B  agtab14.dtav"ë@B  agtab15a.dta"ë@B  agtab15b.dta꥙"ë@B  agtab16.dta0"ë@Bȡ            ȡ                                          #\d>LڹMje,`E[XVkQ~LǑEǤ>ǽ70)" UROLIFC@;61,'zڹ"CǞ27OJ E @;61,!'%")>;852/,)&# (! !  y K123456789š8@< <ȡ< <  <˩!< ˍ"< "$<<  @< <ȡ< <..`.`<˩a< ˍ < b <<.  @< <ȡ< <fff<˩< ˍ"< ,< c>F#BDᩓC⩓E㩓G䩓F奒@ V-@<<ȡ<ɡ!<<#<HHuHC<uG<u< < ꓡ  צBasic Concepts vs. Operations       á= 1š> < ꓡ  צBasic Concepts vs. Applications      á= 1š> < ꓡ  Operations vs. Applications       JanuaryתFebruaryתצMarchצAprilצMayצJuneJulyתrצAugustc SeptemberתQOctoberתANovemberת0צDecember ~sh[K=.   t , 19 !XyD <تFѶš`cɡ0&'&'ȡ&&cɩ꓄x ѥѭxLQš Qٛ ٲQɄ Ʉ0Q òQńQQQQFȡQFQצsGQ؛ áQFQQؕQ òQńQQQQFɡB $ ɡ   ɡ  צ.tyZ kindergartenת Zצfirst Zצsecond Zthirdת Zfourthת Zצfifth Zצsixth pZצseventh ^Zצeighth MZninthת =1K6qbTF6' "$&(*,.024A   ڿ  áDع~l1stתl2ndת{l3rdתml4thת_l5thתQl6thתCl7thת5l8thת'l9thת ymaUI=1% AéBÄCġ>C7Cdġ<Cd C G  $  -  *   -  Kġ>K7Kdġ<Kd KáK  O  $  צ.  *   צ.    #Gɡ~$weak, clearly below the majority of ת<`Má& < צ his peers.F <$ < צ her peers.F <#Uɡצbelow average.<#_ɡ צslightly below average.<#jɡ-$distinctly within the average range.ת<#sɡ slightly above average.ת<#ǂɡצabove average.<+outstanding, clearly above the majority of ת<`Má& < his peers.F <$ < her peers.F <Q Q  $&(*,.>.  Aaٚ,    ÄÄ6QQצshowed consistency,QQצ was varied Qɡc??צ+indicates weakness and a need for extensive+?צ developmental instruction.F?x_ɡ\??צ)is below average and indicates a need for)?צ remedial instruction.??xjɡ??-is within the average range, but may reflect -?3some specific content on which remedial instruction`? will be helpful.q?xxɡr??*is above average; it may, however, reflect*?צ+ specific content strengths and weaknesses.U?xv??&is clearly superior and indicates that&?צ5 instruction should include enrichment opportunities.[?xQ??Q??$&()zعd9`7ɡ QQH ع m =  i;á3QQצnon-significantá@QQצsignificant at the .05 level>QQצsignificant at the .01 level h   ÄÄQQצ'no significant differences is a furtherצ indication that W's test performance- evidences no major patterns of strength and QQצ'weakness that should be considered whenצ5 planning instruction. To be effective, prescriptiveצ< instruction will need to focus on strengths and weaknesses QQצ1that may exist on specific concepts and skills. צ)These become evident through a review of `Má'QQצhis%QQherQQצ* performance on the different subtests and their respective content.QQ&significant differences among the areaצ9 performances is a further indication that major patternsצ4 of strength and weakness exist and will need to be QQצ)considered when planning instruction for W.QFš@        ád ɡ markedly below average.ת( ɡצbelow average.( á צslightly below average.(  ɡat an average level.ת(  á slightly above average.ת(L ɡצabove average.(markedly above average.ת(QQ#%')*#Gɡxclearly below the majority of ת<`Má& < צ his peers.F <$ < צ her peers.F <#Uɡצbelow average.<#_ɡ צslightly below average.<#jɡ-$distinctly within the average range.ת<#sɡ slightly above average.ת<#ǂɡצabove average.   ÄÄ9QQצ shows no significant>QQ, however, shows significant̀צ̀ ̀ʀʀȡrʀ  šOʀ̀̀ƀƀ ƀBʀ ƀ,ƀʀ̀ʀšʀá-ƀ#the following strength relative to תP,ƀצ$the following strengths relative to P`Má-ƀ̀ƀƀPƀצ his peers: [ƀP+ƀ̀ƀƀPƀ her peers: [ƀPQ̀ƀQƀƀƀQFġ̀ʀ."no specific strengths relative to ת`Má.̀ƀƀ his peers.ƀ,̀ƀƀ her peers.ƀQ̀ƀQƀƀ'9X T̀צ̀ ̀ʀʀȡʀ ťʀ  ɄOʀ̀̀ƀƀ ƀBʀ ƀ,ƀʀ̀ʀšʀá-ƀ#the following weakness relative to תP-ƀצ%the following weaknesses relative to P`Má@ƀ̀ƀƀPƀthe performance of his peers: nƀP>ƀ̀ƀƀPƀthe performance of her peers: nƀPQ̀ƀQƀƀƀQFġ̀ʀ.צ6no specific weaknesses relative to the performance of `Má.̀ƀƀצ his peers.ƀ,̀ƀƀצ her peers.ƀQ̀ƀQƀƀ(XSSS áBS P*,*,ȡ*++ *+**Q,,Q,,צ): A scaled score and percentile rank are,צ unavailable to compare ,W,צ's performance on ,BS ,צ with that of ,`Má0Q,,Q, his peers. ,.Q,,Q, her peers. ,VҦתFVS򥛿  ɡT{1}תH ɡT{2}ת* ɡT{3}ת T{4}ת𥛿 ɡT{1}ת*  ɡT{2}ת T{3}ת𥛿  ɡT{1}תH  ɡT{2}ת* ɡT{3}ת T{4}ת𥛿  ɡT{1}ת*  ɡT{2}ת T{3}ת𥛿  ɡT{1}ת*  ɡT{2}ת T{3}ת𥛿  ɡT{1}ת*  ɡT{2}ת T{3}ת𥛿  ɡT{1}ת*  ɡT{2}ת T{3}ת𥛿 ɡT{1}ת*  ɡT{2}ת T{3}ת𥛿   ɡT{1}ת*  ɡT{2}ת T{3}ת𥛿   ɡT{1}תH  ɡT{2}ת*  ɡT{3}ת T{4}ת𥛿   ɡT{1}ת*  ɡT{2}ת T{3}ת𥛿   ɡT{1}ת*  ɡT{2}ת T{3}תk   ɡT{1}ת*  ɡT{2}ת T{3}ת! #u7_i%NVع nQQnpQQp`Má&QQצHe%QQצShe nQQnpQQp nQQnpQQp nQQnpQQp nQQnpQQp nQQnpQQp nQQnpQQp  nQQn pQQp   nQQn pQQp   nQQn pQQp   nQQn pQQp   nQQn pQQp  nQQnpQQpQQarn(Zf7~BpFCtq5 c96gd(^`bdpr 'šخعQQQQtQQnQQ2`Má&QQצhe%QQצsheWQQWQQZyKá)QQצclass'QQgradeQQW`Má'QQhis%QQצherAá'QQצage'QQgrade#aQQa⩀cQQcf QQf QQl aQQacQQcf QQfAá&QQan#QQaaQQacQQcf QQfaQQacQQcf QQf`Má'QQצHis%QQHer`Má'QQhim%QQצherV'NeB]8lb`^"gd(~=QFġh ڪ   ġQ  123456789šȡ ߂  [) |צ@á:QQҦתFQFġš0QQƀƀPálQFšQFצ FQצš צFҲڕFQۮš ҦתFҲڕFáQš_Qڛ.á&QQצ .Qڛ ˡ#QQ {T ҶFƁ-$ƁQצ ̂́ѩ ;̂B̂̂̂ƃs ƃs_ƃs -Ƃ̃ƃWƃ ƃOƃ(AƂ̃ƃWƃצ ƃƃsƃ. ƃO"ƃ(Ƃ2̃ƃWƃ ƃOƃ̃SƃT ̃VƂB  Numerationת(ƂB Rational Numbersת(ƂB Geometryת(ƂB Additionת(ƂB  Subtractionת(ƂB צMultiplication(ƂB צDivision(ƂB צMental Computation(ƂB  צ Measurement(ƂB  Time and Moneyת(ƂB   Estimationת(ƂB  Interpreting Dataת(ƂB  צProblem Solving(צ %agnarr.dtaƁتF"ë@@ƃTצxxxƃT  ʃVƁ{á̃VƃT ̃Ɓá Ɓ{ˡƁ{ˡ̃ʃƁƃƃƃTmƁƁƃƁƃFƁ{Ɓƃƃ@9ׯƁ{áƁƃƃ@9ׯƃTxxxתƃTצxxx qʁ̃ʂ̃ʃʃȡʂʃ̃0>[X!?tT 4 R"#F$`$.)*v+H.P//13B4445 6J77< Dataת(ƂB  צProblem Solving(צ %agnarr.dtaƁتF"ë@@ƃTצxxxƃT  ʃVƁ{á̃VƃT ̃Ɓá Ɓ{ˡƁ{ˡ̃ʃƁƃY ɡY  á2 Y  W Y  -  إY إ Ȅ' Average_إY ɡ$ Weak$ Strong NA"{á̃VƃT ̃Ɓá Ɓ{ˡƁ{ˡ̃ʃƁƃꓡ צ'11. Estimation (18 items):    צ' Whole and rational numbers   ' Measurement   צ' Computation    '12. Interpreting Data (18 items):    ' Charts and tables   צ' Graphs   ' Probability and statistics    צ'13. Problem Solving (18 items):    צ' Solving routine problems   ' Understanding non-routine problems  צ' Solving non-routine problems   ' Probability and statistics    צ'13. Problem Solving (18 items):    צ' Solving routine problems   ' Understanding non-צPage 2 SUMMARY OF DOMAIN PERFORMANCE  Student: r APPLICATIONS צ' 9. Measurement (24 items):    צ' Comparisons   ' Using non-standard units   צ' Using standard units--length, area  + Using standard units--weight, capacity   צ'10. Time and Money (24 items):    צ' Identifying passage of time   ' Using clocks and clock units   צ' Monetary amounts to one dollar   $ Monetary amounts to one hundred( dollars and business transactions     צ' Identifying passage of time   ' Using clocks and clock units   צ' Monetary amounts to one dollar  ꓡ '5. Subtraction (18 items):   ' Models and basic facts   צ! Algorithms to subtract whole ' numbers   צ' Subtracting rational numbers    '6. Multiplication (18 items):   ' Models and basic facts   צ( Algorithms to multiply whole numbers  צ' Multiplying rational numbers    nꓡ '7. Division (18 items):   ' Models and basic facts   צ' Algorithms to divide whole numbers   ' Dividing rational numbers    צ'8. Mental Computation (18 items):   צ' Computation chains   ' Whole numbers   צ' Rational numbers   *; ɡ+š++ō>  á< * š  ȡDá X,á á  *_  3?33+ >̱ =̱ ݕɡ< * +š+> ݂ɡ+š++ō>  * š ȡDá X,á á  *_2 " SCORE PROFILEצ Student: r :TOTAL TEST AND AREAS (Standard Score Mean = 100; SD = 15) I:-------------------------------------+----+----+----+----+תOIIO----+----+----+----+-dO צStandard Score צ1 1 1 1 1 -+/- Confidence Band 6 7 8 9 0 צ1 2 3 4  צ5% Level 0 0 0 0 0 0 0 0 0ITOTAL TEST #  +/-?  #?IצBasic Concepts  צ +/-? צ ?IOperations   +/-?  ?IצApplications  צ +/-? צ ?Ij á$צ NA q  צ +/-% צ  % I *SUBTESTS (Scaled Score Mean = 10; SD = 3) á 90ת צ68Iצ:------------------------------------+--+--+--+--+--+--+--+OIIOצ--+--+--+--+--+--+--+dO Scaled Score  +/- Confidence Band צ1 1 1 1 1 1 1 1  צ6% Level 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7Ij 1. Numeration צ 2. Rational Numbers  3. Geometry צ 4. Addition  5. Subtraction צ 6. Multiplication  7. Division  ꓡ$ 8. Mental  Computation צ 9. Measurement  10. Time and Money  צ11. Estimation  $12. Interpreting  Data  צ13. Problem Solving   *=ت y צKeyMath Revised  \ צ?=Help Use up or down arrow#צ RETURN | Nȡ*8  צ agsetup.dtaD"ë@0@) צ agsetup.dtaD"ë@0@*)@ wD**Awxyצ DwDDL+ צ agstudnt.dta"ë@2@,,@-CPNM<-BBB _Oצ, W צ !""Bá$C̥$$C$$̥$Íḁ̊$$CL .Má.̩CM̩CN _̩CO, W  !""&/,@@CCȡ)CM/CC< R0y!KeyMath Revised# S E L E C T# -----------!Complete Report! Score Summary Only! צSummary, Profile!Summary, Profile,#Domain Performance!צNarrative Only! Main Menu 1?á?á2 á%áá á é2?=Help Use arrow keys RETURN j31C C!Complete Report! Score Summary Only! צSummary, Profileo!Summary, Profile,#Domain PerformanceC3Cdġ<Cd CG š> -G < -G Kġ>K3Kdġ<Kd Ká9 K.O < .O  Cá # q(x q4CéCÍCÍ! q !x qVCéCÍI qx q  qx q Cá =ع>#\(XT P!L G?951,' " FDB@><93/-+(%< MáqPááéq>襠~Dp0\꥘  vHt<إ=BáG DDׯ>=DD׷-888ũq%assist~D0vH<lf.0 \CJP^X B"z(jHl!&(*./,1@2<4 5:P;PV?ACEFID :>hJ> $<T|>988ȡ;8C:Bá A  DDׯ>=BáG DDׯ>=DD׷ N12/02/88# N12/02/88# N12/02/88# N09/24/91# N09/24/91#1** Spring Age Table Range: 5-15 -- Press RETURN *0צ0** Fall Age Table Range: 5-13 -- Press RETURN **0צ2** Age Outside Range, Use Grade -- Press RETURN **0צ2** Invalid Significant Difference--Press RETURN **0צ'** Invalid Setup File --Press RETURN **02** Min. Ceiling = Domain Sum +3 -- Press RETURN **0&** Invalid Disksize -- Press RETURN **03** Insert Report disk in Drive 1 -- Press RETURN **0yצ1** Insert Data disk in Drive 2 -- Press RETURN **0:2Y*_(_,NY&w 0 \ ڪ<&#(('*'*ġ\)+'+) 123456789%%š$&+$+ȡ% %$$#%#&&''#j3 gsA sssɡg. guA uuuɩu ōg4 gtA tttɩtōgfuá,s``étńg`˩tńg3u éuÍuÍu Ítšg tšgg  ڿabcdefghijklmnopqrstuvwxyzš*צABCDEFGHIJKLMNOPQRSTUVWXYZ p AȡA؛A؛ 0 ˡá/á צ-šo </á צ-š"&  ō Kɡ_ ōIá ńń% ÍÍ Í šš  ɡצ0  ɡצ06//< V ت<> ت<c٩cccš  c>@צ? = Help Up Arrow = BackLצ? = Help Use Up & Down Arrows!צ RETURN jצ? = Help  Use Up, Down, Left, Right Arrows.צ RETURN v צUse Up & Down Arrows! RETURN \pkolmnq???áo??áp2? ák%? ál?ám ?án pkolmn q =צ =צ S E L E C T =צ ----------- wáZ= Next Screen = Change = Main Menu = w ɡZ=צ Next Screen =צ Change =צ Prev Screen =צ Main Menu X=צ Main Menu =צ Change =צ Prev Screen =צ p?> Next Screen8>צ Change #> Main Menu G4!p Q?>צ Next Screen7> Change ">צ Main Menu  F3 k l  pȡ šT> Next ScreenN>צ Change 9> Prev Screen$>צ Main Menu [H5"p iT>צ Next ScreenO> Change :>צ Prev Screen%> Main Menu \I6#k l  pȡ š.?> Main Menu 8>צ Change #> Prev ScreenG4!p Q?>צ Main Menu 7> Change ">צ Prev Screen F3 k l  pȡ š ?á ɡ p٫@3 D     ڥ  c cȡ c ccccȡFccccccccȡcccc c ccccccت  KeyMath RevisedLJ-צ Domain Ceiling-צ Score Item:צS913. Problem Solving:צ1. Solving routine problemsצ%2. Understanding non-routine problemsצ3. Solving non-routine problems0[ ]0[ ]0[ ]:[   ]Z צS811. Estimation:1. Whole and rational numbers2. Measurementצ3. Computation 12. Interpreting Data: צ1. Charts and tables 2. Graphs3. Probability and statistics0[ ]0[ ]0[ ]:[   ]0 [ ]0 [ ]0[ ]:[   ]T!צS79. Measurement:1. Comparisonsצ2. Using non-standard unitsצ%3. Using standard units--length, areaצ)4. Using standard units--weight, capacity צ10. Time and Money: צ1. Identifying passage of time2. Using clocks and clock units!3. Monetary amounts to one dollar"3. Monetary amounts to one hundredצ!dollars and business transactions0[ ]0[ ]0[ ]0[ ]:[   ]0 [ ]0[ ]0[ ]0[ ]:[   ]f"צS6 7. Division:צ1. Models and basic factsצ%2. Algorithms to divide whole numbersצ3. Dividing rational numbers 8. Mental Computation: צ1. Computation chains צ2. Whole numbers3. Rational numbers0[  ]0[  ]0[  ]:[   ]0 [  ]0 [  ]0[  ]:[   ]p#צS55. Subtraction:1. Models and basic facts'2. Algorithms to subtract whole numbers3. Subtracting rational numbers 6. Multiplication: צ1. Models and basic facts צ'2. Algorithms to multiply whole numbersצ3. Multiplying rational numbers0[ ]0[ ]0[ ]:[   ]0 [ ]0 [ ]0[ ]:[   ]$צS4 3. Geometry:צ"1. Spatial and attribute relations+2. Two-dimensional shapes & their relations)3. Coordinate & transformational geometry-4. Three-dimensional shapes & their relations 4. Addition: צ1. Models and basic factsצ"2. Algorithms to add whole numbers3. Adding rational numbers0[ ]0[ ]0[ ]0[ ]:[   ]0 [ ]0[ ]0[ ]:[   ]%צS31. Numeration:צ1. Numbers 0-92. Numbers 0-993. Numbers 0-999צ$4. Multi-digit numbers and advanced  numeration topics 2. Rational Numbers:צ 1. Fractions 2. Decimals 3. Percents0[ ]0[ ]0[ ]0[ ]:[   ]0[ ]0[ ]0[ ]:[   ]&צS2 Test Form:צ A = Form A B = Form B,צ Norm Base:BA = AgeB G = Grade Area, צSubtest צConfidence Level: צA = 90% צB = 68%, צConfidence Level:B צA = 90%B צB = 68%[]=[] Zá[A]'Dá[B]צ[ ]= Zá[A]'Dá[B]צ[ ]'צS1 Last Name:צFirst:4Initial:צSchool:4צSex:A(M/F) Examiner:4Grade:Aצ(K-9) צTeacher: Year Month Day צ---- ----- --- Test Date:צ Birth Date:צChronological Age:    [ ]"[#2]=[] [ $]=[] [ ]=[] [  ][ ][ ][ ][ ][ ][ ]D( # Help Screen xá צ ARROW keys צMove the cursor to the name of (צthe student to be changed.  צ RETURN key  Select the highlighted student.xá  ARROW keys Move the cursor to the name of (the student to be deleted.   RETURN key  צSelect the highlighted student.  ARROW keys Move the cursor to the name of (the student to be displayed.  RETURN key) צBegin displaying theצ reports for the (צselected student  צ (N)ext  Display the next screen צ (P)revious  Display the previous Screen צ (M)ain Menu Return to the main menu  צ9Note: A "P" displayed by a student's name indicates that information< for that student has been printed since being entered or changed.Press RETURN to continue.02p)CHANGE STUDENT:צ9- Press the RETURN key until the field to be changed is  highlighted.:- A small change to a text field can be made by using the arrow keys to: position the cursor on the character where the change is to be made4 and typing the change; press the CTRL-I key to insert one spaceצ8 at a time; press the CTRL-D to delete a character.צ:- To completely retype a field, begin typing at the firstצ character and theצ7 field will automatically blank and begin to accept what is being typed;צ: numeric field changes are always completely reenteredצ to make changes.T* # Help Screen  UP ARROW key Move the cursor to the previous )צ data field.  RETURN key  צRecord the data that have been )צ entered and then move the cursor )צto the next data field.  Next Screen  #Move to the next data entry screen. צ Change  צ#Make changes to the current screen.  Prev Screen  Return to the previous screen.  Main Menu  Return to the main menu. *Press RETURN to continue.ɡ(ثrɄ 'r(Ʉ &rp(2Ʉ %(r]2<Ʉ $2rJAkrro+6渚g쩁ZáAA<DáAB<A <g Akrro+7gjZáAA<DáAB<A <g> Akrcro+7gChrcáZ V Rr8g橁ȡgu櫆s竆u諆t멁š#uuá ustꩆušu uss镫쩆uꕫt땫9   <:AAMAFgg 0;AڥAKA0A9gg 6<rr楆A< Ak crgro+A䥆A<#Akrro+A䥆A Akrro+ A䥆Aª< Akrro+¥A䥆A Akrro+;g䥆AϪ< Akrro+ϥA䥆A Akrro+9g r-:Sáɩōɩ ō$m2Z);rcá 2QK$=ww(=k@@áw @áw'8@áw@áw @áw&4@áw@áw @áw%3@áw@áw @áw$2@áw@áw @áw#1@áw@áw @áw"0@áw@áw @áwi!/@á w@áw @áw; . @áw @áw mAe9wá ( >צM1" S E L E C T" ----------- Enter New Student Change Student צDelete Student Display Reports  Print Reports Set-up Options צ Exit Program? # Help Screen  UP ARROW and DOWN ARROW keys Select the highlighted option.  RETURN key  Enter the desired selection.  ESC key  Exit the program.צPress RETURN to continue.@i Enter New Student Change Student צDelete Studento Display ReportsW  Print ReportsA Set-up Options* צ Exit Program|gQ=( A?áii ?Ao @? pqAk iil ii piiȡi išiqؓpwB9 צ agsetup.dta"ëg0@C9 צ agsetup.dta"ëg0@DCgͨD4DAN4ͥXE  F צS9 A <+Change paper at end of page? [ ] (Y or N)A2 AA??yé?YÍYN DgͥFG9צKMTAB1:c  צ3** Insert Report Disk in Drive 1 -- Press RETURN **?  Processing, please wait...HAN<צ!OK to Delete All? [ ] (Y or N)AA Yájjצ! IצS10"צ S E L E C T"צ -----------ccȡcá(cc . - -ccjIj'@ Main Menuɡ6 Ji ?jiZš"@צ Main MenuQiɡ ii iiš.-o)Jpq4iZš Main Menu-k iiBl ii3nm*iɡ iiiiišiiiaái'icáiiábi išbiqpj$išggi- KgšJKLAN<צOK to Delete? [ ] (Y or N)AA Yá^Mgɡ'-ágg%<N9 צ agstudnt.dta"ëg2@O9 צ agstudnt.dta"ëg2BPOg$4QO"ëgg$ꥁ:Rثbbȡ(bbbb1JS,   ""؛á--Íå-L TáT---צ,  צ ""--؛&UOg-PȡUꥁ3UȡU*a |VOꥁȡ*ꥁUg?\WA <צ"Enter Date: [ ] (mm/dd/yy)A <#AAgg4A%fXȡ-ȡ%||ȡ-Oo Y NYצK E Y M A T H R E V I S E D/A Diagnostic Inventory of Essential MathematicsFTM!צ Version 1.1 צCopyright 1988 7American Guidance Service, Inc., Circle Pines, MN 55014)AXXXXXXX XXXXXXX XXXXXXX XXXXXX XXXXXXX XXXXXXתP)?XX XX XX XX XX XX XX XX XX XXתP)?XX XX XX XX XX XX XXתP)?XXXXXXX XXXXXXX XXXXXXX XX XXXXXXX XXתP)?XX XX XX XX XX XX XXתP)?XX XX XX XX XX XX XX XX XX XXתP)?XX XX XXXXXXX XXXXXXX XXXXXX XXXXXXX XXתṔ$ʁ$ȡT)́%ʁ%ȡ,)ڛXá*XiOJ Z쥄ͥ/  צZ9% Cg9צKMTAB1: CggEFjVBiNg>gURxLgQiS> URjxLjWgM QiSURgn DDתPH צ%ASSISTRH RRתPH צ%ASSISTR"G ^:iˡ iá  )FfX >tX d & l  0 >xn.,b:x !`#%(`*,.004@8=HACEH^KM@QST:UUpWvXY.WZ(\\>]]*^|^^^_`0aaNbbbNci,ikXilkZEFjV@xMj B899:=ASSISTR ERROR SELECTHEMENUHELPCALCTAB CALCDIFFCOMPARISBUILDNARWRITEPERBLDPG4A1BLDPG4  @عצ(** Student Not Found -- Press RETURN ** צ0** Narrative Not Implemented -- Press RETURN ** צ3Insert KeyMath Data Disk in Drive 2 -- Press RETURNh+** Table Error Call AGS -- Press RETURN ** /(  "$&fM b\\ER.CODE1\.TEXTGb[h:mng>ʷB `^ph.CODETR.CODEKE.CODE1.TEXTG[:mƳgEʷ# Help Screen צ8ARROW keys Move the cursor to the student )צto be selected.  9RETURN key Select the highlighted student. ꓡ צ2(N)ext Display the next screen. צ6(P)revious Display the previous screen. צ2(M)ain Menu Return to the main menu. צ>Notes: - When a student is selected, an asterisk is displayedצ beside the@ name to indicate that the student has been selected.5 - If a student is selected by mistake, press צRETURN again at thatצ; student's name and the asterisk will disappear.ꓡS= - Select "Start Display" to start displaying reports.צ9 - Select "Start Print" to start printing reports.9 - To stop printing a report before the report is צcompleted, pressצ< any key once and then wait until the "Continue?"צ prompt isצ: displayed (the printer may continue printing aצ few lines afterצ the key is pressed).Press RETURN to continue.5 # Help Screen צ7UP, DOWN ARROW keys Move the cursor to the report )to be printed.  8RETURN key Select the highlighted report.  7Complete Report = Score Summary, Score Profile, Summary צ,of Domain Performance, and Narrative Report. צ1Score Summary = raw scores, standard scores, and  percentile 6ranks for Total Test, Areas, and Subtests, plus age or +grade equivalents for Total Test and Areas. צ9Score Profile = plots of confidence bands for Total Test, +Areas, and Subtests, plus Area comparisons. צ5Summary of Domain Performance = subtest ceiling items 5plus student score, average score, and student status צon each domain. 8Narrative Report = a detailed summary, in essay form, of /all scores, with suggested teaching strategies.Press RETURN to continue.  +Areas, and Subtests, plus Area comparisons. צ5Summary of Domain Performance = subtest ceiling items 5plus student score, average score, and student status  agtab1.dta楙"ë@@  agtab2.dta."ë@@  agtab3.dtaf"ë@@  agtab4.dta"ë@@  agtab5af.dta쥙"ë@B  agtab5as.dta쥙"ë@B  agtab5bf.dta"ë@B  agtab5bs.dta"ë@B   agtab6.dta"ë@@   agtab7.dtal"ë@@   agtab8.dta"ë@@   agtab9.dta"ë@@   agtab10af.dta<"ë@D  agtab10as.dta<"ë@D  agtab10bf.dta"ë@D  agtab10bs.dta"ë@D  agtab11.dtaإ"ë@B  agtab12.dta"ë@B  agtab13.dtaH"ë@B  agtab14.dtav"ë@B  agtab15a.dta"ë@B  agtab15b.dta꥙"ë@B  agtab16.dta0"ë@Bȡ            ȡ                                          #\d>LڹMje,`E[XVkQ~LǑEǤ>ǽ70)" UROLIFC@;61,'zڹ"CǞ27OJ E @;61,!'%")>;852/,)&# (! !  y K123456789š8@< <ȡ< <  <˩!< ˍ"< "$<<  @< <ȡ< <..`.`<˩a< ˍ < b <<.  @< <ȡ< <fff<˩< ˍ"< ,< c>F#BDᩓC⩓E㩓G䩓F奒@ V-@<<ȡ<ɡ!<<#<HHuHC<uG<u< < ꓡ  צBasic Concepts vs. Operations       á= 1š> < ꓡ  צBasic Concepts vs. Applications      á= 1š> < ꓡ  Operations vs. Applications       JanuaryתFebruaryתצMarchצAprilצMayצJuneJulyתrצAugustc SeptemberתQOctoberתANovemberת0צDecember ~sh[K=.   t , 19 !XyD <تFѶš`cɡ0&'&'ȡ&&cɩ꓄x ѥѭxLQš Qٛ ٲQɄ Ʉ0Q òQńQQQQFȡQFQצsGQ؛ áQFQQؕQ òQńQQQQFɡB $ ɡ   ɡ  צ.tyZ kindergartenת Zצfirst Zצsecond Zthirdת Zfourthת Zצfifth Zצsixth pZצseventh ^Zצeighth MZninthת =1K6qbTF6' "$&(*,.024A   ڿ  áDع~l1stתl2ndת{l3rdתml4thת_l5thתQl6thתCl7thת5l8thת'l9thת ymaUI=1% AéBÄCġ>C7Cdġ<Cd C G  $  -  *   -  Kġ>K7Kdġ<Kd KáK  O  $  צ.  *   צ.    #Gɡ~$weak, clearly below the majority of ת<`Má& < צ his peers.F <$ < צ her peers.F <#Uɡצbelow average.<#_ɡ צslightly below average.<#jɡ-$distinctly within the average range.ת<#sɡ slightly above average.ת<#ǂɡצabove average.<+outstanding, clearly above the majority of ת<`Má& < his peers.F <$ < her peers.F <Q Q  $&(*,.>.  Aaٚ,    ÄÄ6QQצshowed consistency,QQצ was varied Qɡc??צ+indicates weakness and a need for extensive+?צ developmental instruction.F?x_ɡ\??צ)is below average and indicates a need for)?צ remedial instruction.??xjɡ??-is within the average range, but may reflect -?3some specific content on which remedial instruction`? will be helpful.q?xxɡr??*is above average; it may, however, reflect*?צ+ specific content strengths and weaknesses.U?xv??&is clearly superior and indicates that&?צ5 instruction should include enrichment opportunities.[?xQ??Q??$&()zعd9`7ɡ QQH ع m =  i;á3QQצnon-significantá@QQצsignificant at the .05 level>QQצsignificant at the .01 level h   ÄÄQQצ'no significant differences is a furtherצ indication that W's test performance- evidences no major patterns of strength and QQצ'weakness that should be considered whenצ5 planning instruction. To be effective, prescriptiveצ< instruction will need to focus on strengths and weaknesses QQצ1that may exist on specific concepts and skills. צ)These become evident through a review of `Má'QQצhis%QQherQQצ* performance on the different subtests and their respective content.QQ&significant differences among the areaצ9 performances is a further indication that major patternsצ4 of strength and weakness exist and will need to be QQצ)considered when planning instruction for W.QFš@        ád ɡ markedly below average.ת( ɡצbelow average.( á צslightly below average.(  ɡat an average level.ת(  á slightly above average.ת(L ɡצabove average.(markedly above average.ת(QQ#%')*#Gɡxclearly below the majority of ת<`Má& < צ his peers.F <$ < צ her peers.F <#Uɡצbelow average.<#_ɡ צslightly below average.<#jɡ-$distinctly within the average range.ת<#sɡ slightly above average.ת<#ǂɡצabove average.   ÄÄ9QQצ shows no significant>QQ, however, shows significant̀צ̀ ̀ʀʀȡrʀ  šOʀ̀̀ƀƀ ƀBʀ ƀ,ƀʀ̀ʀšʀá-ƀ#the following strength relative to תP,ƀצ$the following strengths relative to P`Má-ƀ̀ƀƀPƀצ his peers: [ƀP+ƀ̀ƀƀPƀ her peers: [ƀPQ̀ƀQƀƀƀQFġ̀ʀ."no specific strengths relative to ת`Má.̀ƀƀ his peers.ƀ,̀ƀƀ her peers.ƀQ̀ƀQƀƀ'9X T̀צ̀ ̀ʀʀȡʀ ťʀ  ɄOʀ̀̀ƀƀ ƀBʀ ƀ,ƀʀ̀ʀšʀá-ƀ#the following weakness relative to תP-ƀצ%the following weaknesses relative to P`Má@ƀ̀ƀƀPƀthe performance of his peers: nƀP>ƀ̀ƀƀPƀthe performance of her peers: nƀPQ̀ƀQƀƀƀQFġ̀ʀ.צ6no specific weaknesses relative to the performance of `Má.̀ƀƀצ his peers.ƀ,̀ƀƀצ her peers.ƀQ̀ƀQƀƀ(XSSS áBS P*,*,ȡ*++ *+**Q,,Q,,צ): A scaled score and percentile rank are,צ unavailable to compare ,W,צ's performance on ,BS ,צ with that of ,`Má0Q,,Q, his peers. ,.Q,,Q, her peers. ,VҦתFVS򥛿  ɡT{1}תH ɡT{2}ת* ɡT{3}ת T{4}ת𥛿 ɡT{1}ת*  ɡT{2}ת T{3}ת𥛿  ɡT{1}תH  ɡT{2}ת* ɡT{3}ת T{4}ת𥛿  ɡT{1}ת*  ɡT{2}ת T{3}ת𥛿  ɡT{1}ת*  ɡT{2}ת T{3}ת𥛿  ɡT{1}ת*  ɡT{2}ת T{3}ת𥛿  ɡT{1}ת*  ɡT{2}ת T{3}ת𥛿 ɡT{1}ת*  ɡT{2}ת T{3}ת𥛿   ɡT{1}ת*  ɡT{2}ת T{3}ת𥛿   ɡT{1}תH  ɡT{2}ת*  ɡT{3}ת T{4}ת𥛿   ɡT{1}ת*  ɡT{2}ת T{3}ת𥛿   ɡT{1}ת*  ɡT{2}ת T{3}תk   ɡT{1}ת*  ɡT{2}ת T{3}ת! #u7_i%NVع nQQnpQQp`Má&QQצHe%QQצShe nQQnpQQp nQQnpQQp nQQnpQQp nQQnpQQp nQQnpQQp nQQnpQQp  nQQn pQQp   nQQn pQQp   nQQn pQQp   nQQn pQQp   nQQn pQQp  nQQnpQQpQQarn(Zf7~BpFCtq5 c96gd(^`bdpr 'šخعQQQQtQQnQQ2`Má&QQצhe%QQצsheWQQWQQZyKá)QQצclass'QQgradeQQW`Má'QQhis%QQצherAá'QQצage'QQgrade#aQQa⩀cQQcf QQf QQl aQQacQQcf QQfAá&QQan#QQaaQQacQQcf QQfaQQacQQcf QQf`Má'QQצHis%QQHer`Má'QQhim%QQצherV'NeB]8lb`^"gd(~=QFġh ڪ   ġQ  123456789šȡ ߂  [) |צ@á:QQҦתFQFġš0QQƀƀPálQFšQFצ FQצš צFҲڕFQۮš ҦתFҲڕFáQš_Qڛ.á&QQצ .Qڛ ˡ#QQ {T ҶFƁ-$ƁQצ ̂́ѩ ;̂B̂̂̂ƃs ƃs_ƃs -Ƃ̃ƃWƃ ƃOƃ(AƂ̃ƃWƃצ ƃƃsƃ. ƃO"ƃ(Ƃ2̃ƃWƃ ƃOƃ̃SƃT ̃VƂB  Numerationת(ƂB Rational Numbersת(ƂB Geometryת(ƂB Additionת(ƂB  Subtractionת(ƂB צMultiplication(ƂB צDivision(ƂB צMental Computation(ƂB  צ Measurement(ƂB  Time and Moneyת(ƂB   Estimationת(ƂB  Interpreting Dataת(ƂB  צProblem Solving(צ %agnarr.dtaƁتF"ë@@ƃTצxxxƃT  ʃVƁ{á̃VƃT ̃Ɓá Ɓ{ˡƁ{ˡ̃ʃƁƃƃƃTmƁƁƃƁƃFƁ{Ɓƃƃ@9ׯƁ{áƁƃƃ@9ׯƃTxxxתƃTצxxx qʁ̃ʂ̃ʃʃȡʂʃ̃0>[X!?tT 4 R"#F$`$.)*v+H.P//13B4445 6J77< Dataת(ƂB  צProblem Solving(צ %agnarr.dtaƁتF"ë@@ƃTצxxxƃT  ʃVƁ{á̃VƃT ̃Ɓá Ɓ{ˡƁ{ˡ̃ʃƁƃY ɡY  á2 Y  W Y  -  إY إ Ȅ' Average_إY ɡ$ Weak$ Strong NA"{á̃VƃT ̃Ɓá Ɓ{ˡƁ{ˡ̃ʃƁƃꓡ צ'11. Estimation (18 items):    צ' Whole and rational numbers   ' Measurement   צ' Computation    '12. Interpreting Data (18 items):    ' Charts and tables   צ' Graphs   ' Probability and statistics    צ'13. Problem Solving (18 items):    צ' Solving routine problems   ' Understanding non-routine problems  צ' Solving non-routine problems   ' Probability and statistics    צ'13. Problem Solving (18 items):    צ' Solving routine problems   ' Understanding non-צPage 2 SUMMARY OF DOMAIN PERFORMANCE  Student: r APPLICATIONS צ' 9. Measurement (24 items):    צ' Comparisons   ' Using non-standard units   צ' Using standard units--length, area  + Using standard units--weight, capacity   צ'10. Time and Money (24 items):    צ' Identifying passage of time   ' Using clocks and clock units   צ' Monetary amounts to one dollar   $ Monetary amounts to one hundred( dollars and business transactions     צ' Identifying passage of time   ' Using clocks and clock units   צ' Monetary amounts to one dollar  ꓡ '5. Subtraction (18 items):   ' Models and basic facts   צ! Algorithms to subtract whole ' numbers   צ' Subtracting rational numbers    '6. Multiplication (18 items):   ' Models and basic facts   צ( Algorithms to multiply whole numbers  צ' Multiplying rational numbers    nꓡ '7. Division (18 items):   ' Models and basic facts   צ' Algorithms to divide whole numbers   ' Dividing rational numbers    צ'8. Mental Computation (18 items):   צ' Computation chains   ' Whole numbers   צ' Rational numbers   *; ɡ+š++ō>  á< * š  ȡDá X,á á  *_  3?33+ >̱ =̱ ݕɡ< * +š+> ݂ɡ+š++ō>  * š ȡDá X,á á  *_2 " SCORE PROFILEצ Student: r :TOTAL TEST AND AREAS (Standard Score Mean = 100; SD = 15) I:-------------------------------------+----+----+----+----+תOIIO----+----+----+----+-dO צStandard Score צ1 1 1 1 1 -+/- Confidence Band 6 7 8 9 0 צ1 2 3 4  צ5% Level 0 0 0 0 0 0 0 0 0ITOTAL TEST #  +/-?  #?IצBasic Concepts  צ +/-? צ ?IOperations   +/-?  ?IצApplications  צ +/-? צ ?Ij á$צ NA q  צ +/-% צ  % I *SUBTESTS (Scaled Score Mean = 10; SD = 3) á 90ת צ68Iצ:------------------------------------+--+--+--+--+--+--+--+OIIOצ--+--+--+--+--+--+--+dO Scaled Score  +/- Confidence Band צ1 1 1 1 1 1 1 1  צ6% Level 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7Ij 1. Numeration צ 2. Rational Numbers  3. Geometry צ 4. Addition  5. Subtraction צ 6. Multiplication  7. Division  ꓡ$ 8. Mental  Computation צ 9. Measurement  10. Time and Money  צ11. Estimation  $12. Interpreting  Data  צ13. Problem Solving   *=ت y צKeyMath Revised  \ צ?=Help Use up or down arrow#צ RETURN | Nȡ*8  צ agsetup.dtaD"ë@0@) צ agsetup.dtaD"ë@0@*)@ wD**Awxyצ DwDDL+ צ agstudnt.dta"ë@2@,,@-CPNM<-BBB _Oצ, W צ !""Bá$C̥$$C$$̥$Íḁ̊$$CL .Má.̩CM̩CN _̩CO, W  !""&/,@@CCȡ)CM/CC< R0y!KeyMath Revised# S E L E C T# -----------!Complete Report! Score Summary Only! צSummary, Profile!Summary, Profile,#Domain Performance!צNarrative Only! Main Menu 1?á?á2 á%áá á é2?=Help Use arrow keys RETURN j31C C!Complete Report! Score Summary Only! צSummary, Profileo!Summary, Profile,#Domain PerformanceC3Cdġ<Cd CG š> -G < -G Kġ>K3Kdġ<Kd Ká9 K.O < .O  Cá # q(x q4CéCÍCÍ! q !x qVCéCÍI qx q  qx q Cá =ع>#\(XT P!L G?951,' " FDB@><93/-+(%< MáqPááéq>襠~Dp0\꥘  vHt<إ=BáG DDׯ>=DD׷-888ũq%assist~D0vH<lf.0 \CJP^X B"z(jHl!&(*./,1@2<4 5:P;PV?ACEFID :>hJ> $<T|>988ȡ;8C:Bá A  DDׯ>=BáG DDׯ>=DD׷