| A. Data Analysis
[4.4.2.A] |
Sample Question
|
- Collect, generate, record, and organize data in response to
questions, claims, or curiosity.
- Data collected from students' everyday experiences
- Data generated from chance devices, such as spinners and
dice
- Read, interpret, construct, and analyze displays of data.
- Pictures, tally chart, pictograph, bar graph, Venn diagram
- Smallest to largest, most frequent (mode)
| B. Probability
[4.4.2.B] |
Sample Question
|
- Use chance devices like spinners and dice to explore concepts
of probability.
- Certain, impossible
- More likely, less likely, equally likely
- Provide probability of specific outcomes.
- Probability of getting specific outcome when coin is tossed,
when die is rolled, when spinner is spun (e.g., if spinner
has five equal sectors, then probability of getting a particular
sector is one out of five)
- When picking a marble from a bag with three red marbles
and four blue marbles, the probability of getting a red marble
is three out of seven
| C. Discrete Mathematics—Systematic
Listing and [4.4.2.C] |
Sample Question
|
- Sort and classify objects according to attributes.
- Generate all possibilities in simple counting situations (e.g.,
all outfits involving two shirts and three pants).
| D. Discrete Mathematics—Vertex-Edge
Graphs and Algorithms [4.4.2.D] |
Sample Question
|
- Follow simple sets of directions (e.g., from one location to
another, or from a recipe).
- Color simple maps with a small number of colors.
- Play simple two-person games (e.g., tic-tac-toe) and informally
explore the idea of what the outcome should be.
- Explore concrete models of vertex-edge graphs (e.g. vertices
as "islands" and edges as "bridges").
- Paths from one vertex to another
|
