Subjects
 English Language Arts
 Math
Skills
 Critical Thinking
Pros: After quizzes, students can correct wrong answers.
Cons: Younger students may struggle with different ways to answer (especially typing in answers) due to odd design.
Bottom Line: Comprehensive content serves as solid test practice for elementary grades.
It's marketed as an athome summer program to avoid summer slump, and the lessons include material that may (or may not) be covered over the course of the entire year. Since there's no way to set which skills are assessed, this may be most helpful as an endoftheschoolyear recap or test prep or at the beginning of the school year (for the previous grade level) as a review.
Continue reading Show lessTeachers can set up accounts for up to five students on one device, customizing their grade level from first through fifth. Students then choose English, Reading, or Math from the choice wheel and progress through 30 lessons. Each lesson consists of workbookstyle questions requiring a variety of response types: multiplechoice, dragandsort, highlighting, and shortanswer. Kids see immediately whether they answered correctly or not and then get their percentage score at the end of the quiz. They can go back and redo incorrect questions. Both contentmatter help and app help are available from within the quizzes in a brief text document.
SmartEZE covers a broad range of curriculum: English, reading, and math, each for grades 1 through 5. It's not clear, though, how that curriculum is aligned or sequenced. Firstgrade Lesson One questions jump right into place value, for example, which likely hasn't been taught early in the year. The MemoryBank is a slideout tab that's like a textbook chapter on the concept, but it isn't available for every question, and students have to skim through pages of information before finding what relates to the question at hand. The progress reports do not show results by concept or skill, only by the trophy students earned (none, bronze, silver, gold, or platinum) based on their scores on each quiz. Overall, there's some good information here, but it's not well organized or easily accessed, and some strange interface issues  such as the onscreen keyboard covering the questions while kids try to answer them  mar the experience.
Overall Rating
Engagement Is the product stimulating, entertaining, and engrossing? Will kids want to return?
Worksheetstyle drill is pretty dry. Animated encouragement after correct answers may appeal to younger kids but annoy older students (it can be turned off in the settings).
Pedagogy Is learning content seamlessly bakedin, and do kids build conceptual understanding? Is the product adaptable and empowering? Will skills transfer?
Students get immediate feedback on correct or incorrect answers and can redo missed questions once the quiz is completed. Kids can tap the graduation cap and glasses for help.
Support Does the product take into account learners of varying abilities, skill levels, and learning styles? Does it address both struggling and advanced students?
Track progress for up to five students per device, viewing charts of which trophies students have earned through the lessons. There's no breakdown by skill beyond math, English, or reading.
Key Standards Supported
Number And Operations In Base Ten
 1.NBT.2
Understand that the two digits of a twodigit number represent amounts of tens and ones. Understand the following as special cases:
 1.NBT.3
Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
 2.NBT.1
Understand that the three digits of a threedigit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
 2.NBT.1.a
100 can be thought of as a bundle of ten tens — called a “hundred.”
 2.NBT.1.b
The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
 2.NBT.2
Count within 1000; skipcount by 5s, 10s, and 100s.
 2.NBT.3
Read and write numbers to 1000 using baseten numerals, number names, and expanded form.
 2.NBT.4
Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
 2.NBT.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
 2.NBT.6
Add up to four twodigit numbers using strategies based on place value and properties of operations.
 2.NBT.7
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
 2.NBT.8
Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
 2.NBT.9
Explain why addition and subtraction strategies work, using place value and the properties of operations.3
 3.NBT.1
Use place value understanding to round whole numbers to the nearest 10 or 100.
 3.NBT.2
Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
 3.NBT.3
Multiply onedigit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
 4.NBT.1
Recognize that in a multidigit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
 4.NBT.2
Read and write multidigit whole numbers using baseten numerals, number names, and expanded form. Compare two multidigit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
 4.NBT.3
Use place value understanding to round multidigit whole numbers to any place.
 4.NBT.4
Fluently add and subtract multidigit whole numbers using the standard algorithm.
 4.NBT.5
Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
 4.NBT.6
Find wholenumber quotients and remainders with up to fourdigit dividends and onedigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
 5.NBT.1
Recognize that in a multidigit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
 5.NBT.2
Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use wholenumber exponents to denote powers of 10.
 5.NBT.3
Read, write, and compare decimals to thousandths.
 5.NBT.3.a
Read and write decimals to thousandths using baseten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
 5.NBT.3.b
Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
 5.NBT.4
Use place value understanding to round decimals to any place.
 5.NBT.5
Fluently multiply multidigit whole numbers using the standard algorithm.
 5.NBT.6
Find wholenumber quotients of whole numbers with up to fourdigit dividends and twodigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
 5.NBT.7
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Operations And Algebraic Thinking
 1.OA.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.2
 1.OA.2
Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
 1.OA.3
Apply properties of operations as strategies to add and subtract.3 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
 1.OA.4
Understand subtraction as an unknownaddend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
 1.OA.5
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
 1.OA.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
 1.OA.7
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
 1.OA.8
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.
 2.OA.1
Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1
 2.OA.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two onedigit numbers.
 2.OA.3
Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
 2.OA.4
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
 3.OA.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
 3.OA.2
Interpret wholenumber quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
 3.OA.3
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1
 3.OA.4
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?.
 3.OA.5
Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
 3.OA.6
Understand division as an unknownfactor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
 3.OA.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers.
 3.OA.8
Solve twostep word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3
 3.OA.9
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
 4.OA.1
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
 4.OA.2
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1
 4.OA.3
Solve multistep word problems posed with whole numbers and having wholenumber answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
 4.OA.4
Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given onedigit number. Determine whether a given whole number in the range 1–100 is prime or composite.
 4.OA.5
Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
 5.OA.1
Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
 5.OA.2
Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
 5.OA.3
Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
Key Standards Supported
Language
 L.1.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 L.1.2a
Capitalize dates and names of people.
 L.1.2b
Use end punctuation for sentences.
 L.1.2c
Use commas in dates and to separate single words in a series.
 L.2.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 L.2.1a
Use collective nouns (e.g., group).
 L.2.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 L.2.2a
Capitalize holidays, product names, and geographic names.
 L.2.2b
Use commas in greetings and closings of letters.
 L.2.2c
Use an apostrophe to form contractions and frequently occurring possessives.
 L.3.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 L.3.1a
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
 L.3.1f
Ensure subjectverb and pronounantecedent agreement.*
 L.3.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 L.3.2a
Capitalize appropriate words in titles.
 L.3.2d
Form and use possessives.
 L.4.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 L.4.1g
Correctly use frequently confused words (e.g., to, too, two; there, their).*
 L.4.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 L.4.2a
Use correct capitalization.
 L.5.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 L.5.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Reading Foundational Skills
 RF.1.2a
Distinguish long from short vowel sounds in spoken singlesyllable words.
 RF.1.3
Know and apply gradelevel phonics and word analysis skills in decoding words.
 RF.1.4a
Read onlevel text with purpose and understanding.
 RF.2.3
Know and apply gradelevel phonics and word analysis skills in decoding words.
 RF.2.3a
Distinguish long and short vowels when reading regularly spelled onesyllable words.
 RF.2.4
Read with sufficient accuracy and fluency to support comprehension.
 RF.2.4a
Read onlevel text with purpose and understanding.
 RF.3.3
Know and apply gradelevel phonics and word analysis skills in decoding words.
 RF.3.3a
Identify and know the meaning of the most common prefixes and derivational suffixes.
 RF.3.4
Read with sufficient accuracy and fluency to support comprehension.
 RF.3.4a
Read onlevel text with purpose and understanding.
 RF.4.3
Know and apply gradelevel phonics and word analysis skills in decoding words.
 RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
 RF.4.4a
Read onlevel text with purpose and understanding.
 RF.5.3
Know and apply gradelevel phonics and word analysis skills in decoding words.
 RF.5.3a
Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
 RF.5.4
Read with sufficient accuracy and fluency to support comprehension.
 RF.5.4a
Read onlevel text with purpose and understanding.
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