Classify objects and count the number of objects in each category.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Determine quantitative measures of center (e.g., median, mean, mode) and variability (e.g., range, interquartile range, mean absolute deviation).


When grade appropriate instruction pertaining to an eligible content should begin

Determine quantitative measures of center (e.g., median, mean, mode) and variability (e.g., range, interquartile range, mean absolute deviation).


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Describe any overall pattern and any deviations from the overall pattern with reference to the context in which the data were gathered.


When grade appropriate instruction pertaining to an eligible content should begin

Describe any overall pattern and any deviations from the overall pattern with reference to the context in which the data were gathered.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Relate the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Calculate and/or interpret the range, quartiles and interquartile range of data.


When grade appropriate instruction pertaining to an eligible content should begin

Calculate and/or interpret the range, quartiles and interquartile range of data.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Estimate or calculate to make predictions based on a circle, line, bar graph, measures of central tendency, or other representations.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Analyze data, make predictions, and/or answer questions based on displayed data (box-and-whisker plots, stem-and-leaf plots, scatter plots, measures of central tendency, or other representations).


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Make predictions using the equations or graphs of best-fit lines of scatter plots.


When grade appropriate instruction pertaining to an eligible content should begin

Make predictions using the equations or graphs of best-fit lines of scatter plots.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Make predictions using the equations or graphs of regression models (lines and curves of best fit) of scatter plots.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Determine whether a sample is a random sample given a real-world situation.


When grade appropriate instruction pertaining to an eligible content should begin

Determine whether a sample is a random sample given a real-world situation.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Example 1: Estimate the mean word length in a book by randomly sampling words from the book. Example 2: Predict the winner of a school election based on randomly sampled survey data.


When grade appropriate instruction pertaining to an eligible content should begin

Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Example 1: Estimate the mean word length in a book by randomly sampling words from the book. Example 2: Predict the winner of a school election based on randomly sampled survey data.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Predict or determine whether some outcomes are certain, more likely, less likely, equally likely, or impossible (i.e., a probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event).


When grade appropriate instruction pertaining to an eligible content should begin

Predict or determine whether some outcomes are certain, more likely, less likely, equally likely, or impossible (i.e., a probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event).


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Determine the probability of a chance event given relative frequency. Predict the approximate relative frequency given the probability. Example: When rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times but probably not exactly 200 times.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Find the probability of a simple event, including the probability of a simple event not occurring. Example: What is the probability of not rolling a 1 on a number cube?


When grade appropriate instruction pertaining to an eligible content should begin

Find the probability of a simple event, including the probability of a simple event not occurring. Example: What is the probability of not rolling a 1 on a number cube?


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Find probabilities of independent compound events using organized lists, tables, tree diagrams, and simulation.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Find probabilities for compound events (e.g., find probability of red and blue, find probability of red or blue) and represent as a fraction, decimal or percent).


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Use area models to find probabilities.


When grade appropriate instruction pertaining to an eligible content should begin

Use area models to find probabilities.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Use combinations, permutations, and the fundamental counting principle to solve problems.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Use odds to find probability and/or use probability to find odds.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Use probability for independent, dependent or compound events to predict outcomes.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content