This paper is the second of a series of four reports that document the achievement monitoring component of a three-year study on the acquisition of addition-subtraction problem-solving skills by young children. A set of performance objectives contained in or ancillary to 10 instructional units on sentence-writing for verbal problems and algorithms specified test content. Tests measuring group progress toward these objectives were administered after each unit. Data for the tests given after the three units covered in the fall semester of grade 2 are presented in this paper. The scores for each objective, developed using matrix sampling procedures, indicated satisfactory progress on all but three objectives for which mastery had been expected. These objectives involved sentence-writing for the numbers 0-20. Performance on the other objectives was generally satisfactory and in fact frequently surpassed expectations relative to instruction, particularly for objectives associated with the numbers 0-99. Administrator's manuals and student tests forms R, S, & T; item statistics; and performance by objective are included in the appendices. (Author/JAZ)