He began with another cartouche from the same inscription and numbered each of the hieroglyphs in it. Of the nine symbols, Champollion already knew numbers 1, 2, 4, 5, 7, and 8. When he lined up all the numbers and put the corresponding letters beneath them, he got the following arrangement:

1 2 3 4 5 6 7 8 9
A L S E T R

Immediately Champollion thought of the one Greek leader whose name might be identified with this particular combination of letters. It was Alexander the Great, spelled "Alexandros" in Greek, and apparently represented as "Alksentrs" in hieroglyphs.
Champollion filled in the gaps in the arrangement:

1 2 3 4 5 6 7 8 9
A L K S E N T R S

Based on the information in the excerpt, the reader can conclude that

Champollion knew that inscriptions on cartouches were often the names of famous leaders.
the ancient Egyptians spelled the names of leaders the same way that the Greeks did.
Champollion misspelled “Alexandros” because he incorrectly guessed some of the letters.
Alexander the Great knew how to write in both Greek and Egyptian hieroglyphics.

c. with one finger is the answer

this program currently is reviewed as “no” for this criterion because although there is a list of text selections, there are no identified text complexity levels for qualitative or quantitative placement. while texts are arranged around historical themes and support building of knowledge based on philosophical assumptions of the time periods, there is no evidence of the use of anchor texts within each unit. since these materials received a “no” for this indicator, the current weakness will likely remain and should be addressed by adjusting or supplementing with stronger programs. text-dependent questions (non-negotiable) this program currently is reviewed as “no” for these criteria because at least 80% of all questions in the materials are not text-dependent questions as required by the indicator; the questions may ask students to display knowledge of concepts of themes, but the assessments do not consistently ask students to make connections with the texts within a unit. since these materials received a “no” for this indicator, the current weakness will likely remain and should be addressed by adjusting or supplementing with stronger programs