Please refer to the DesCartes Use Agreement for terms of use. Educational Standard: Common Core Mathematics K-12: 2010 Page 1 of 12 DesCartes: A Continuum of Learning® Mathematics RIT Score Range: < 161 Statements Last Updated: Aug 4, 2014 Goal: Statistics and Probability Skills and Concepts to Develop (50% Probability*) < 161 Skills and Concepts to Introduce (27% Probability*) 161 - 170 Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data • Reads a simple pictograph - comparisons (e.g., largest smallest, most often, least often) • Reads a chart or table - numbers • Reads a simple pictograph - comparisons (e.g., largest smallest, most often, least often) • Displays data appropriately - bar graph - scale is 1 to 1 • Reads a simple bar graph - comparisons (e.g., largest, smallest, most often, least often) • Compares data from simple graphs (e.g., largest, smallest, most often, least often) Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions New Vocabulary: None New Signs and Symbols: None New Vocabulary: dollar, longest, shortest New Signs and Symbols: = is equal to Explanatory Notes * At the range mid-point, this is the probability students would correctly answer items measuring these concepts and skills. Both data from test items and review by NWEA curriculum specialists are used to place Learning Continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version. Generated 8/7/14, 9:51:34 PM © 2006-2014 Northwest Evaluation Association. All rights reserved. Please refer to the DesCartes Use Agreement for terms of use. Educational Standard: Common Core Mathematics K-12: 2010 Page 2 of 12 DesCartes: A Continuum of Learning® Mathematics RIT Score Range: 161 - 170 Statements Last Updated: Aug 4, 2014 Goal: Statistics and Probability Skills and Concepts to Enhance (73% Probability*) < 161 Skills and Concepts to Develop (50% Probability*) 161 - 170 Skills and Concepts to Introduce (27% Probability*) 171 - 180 Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data • Reads a simple pictograph - comparisons (e.g., largest smallest, most often, least often) • Reads a chart or table - numbers • Reads a simple pictograph - comparisons (e.g., largest smallest, most often, least often) • Displays data appropriately - bar graph - scale is 1 to 1 • Reads a simple bar graph - comparisons (e.g., largest, smallest, most often, least often) • Compares data from simple graphs (e.g., largest, smallest, most often, least often) • Reads a chart or table - comparisons • Reads a chart or table - numbers • Interprets simple graphs or tables • Reads a simple pictograph - comparisons (e.g., largest smallest, most often, least often) • Solves simple problems based on data from pictographs • Reads a simple bar graph - comparisons (e.g., largest, smallest, most often, least often) • Reads a simple bar graph - numbers (e.g., how many) • Solves simple problems based on data from bar graphs • Compares data from simple graphs (e.g., largest, smallest, most often, least often) Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions New Vocabulary: None New Signs and Symbols: None New Vocabulary: dollar, longest, shortest New Signs and Symbols: = is equal to New Vocabulary: None New Signs and Symbols: None

Please refer to the DesCartes Use Agreement for terms of use. Educational Standard: Common Core Mathematics K-12: 2010 Page 2 of 12 DesCartes: A Continuum of Learning® Mathematics RIT Score Range: 161 - 170 Statements Last Updated: Aug 4, 2014 Goal: Statistics and Probability Skills and Concepts to Enhance (73% Probability*) < 161 Skills and Concepts to Develop (50% Probability*) 161 - 170 Skills and Concepts to Introduce (27% Probability*) 171 - 180 Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data • Reads a simple pictograph - comparisons (e.g., largest smallest, most often, least often) • Reads a chart or table - numbers • Reads a simple pictograph - comparisons (e.g., largest smallest, most often, least often) • Displays data appropriately - bar graph - scale is 1 to 1 • Reads a simple bar graph - comparisons (e.g., largest, smallest, most often, least often) • Compares data from simple graphs (e.g., largest, smallest, most often, least often) • Reads a chart or table - comparisons • Reads a chart or table - numbers • Interprets simple graphs or tables • Reads a simple pictograph - comparisons (e.g., largest smallest, most often, least often) • Solves simple problems based on data from pictographs • Reads a simple bar graph - comparisons (e.g., largest, smallest, most often, least often) • Reads a simple bar graph - numbers (e.g., how many) • Solves simple problems based on data from bar graphs • Compares data from simple graphs (e.g., largest, smallest, most often, least often) Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions New Vocabulary: None New Signs and Symbols: None New Vocabulary: dollar, longest, shortest New Signs and Symbols: = is equal to New Vocabulary: None New Signs and Symbols: None Explanatory Notes * At the range mid-point, this is the probability students would correctly answer items measuring these concepts and skills. Both data from test items and review by NWEA curriculum specialists are used to place Learning Continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version. Generated 8/7/14, 9:51:34 PM © 2006-2014 Northwest Evaluation Association. All rights reserved. Please refer to the DesCartes Use Agreement for terms of use. Educational Standard: Common Core Mathematics K-12: 2010 Page 3 of 12 DesCartes: A Continuum of Learning® Mathematics RIT Score Range: 171 - 180 Statements Last Updated: Aug 4, 2014 Goal: Statistics and Probability Skills and Concepts to Enhance (73% Probability*) 161 - 170 Skills and Concepts to Develop (50% Probability*) 171 - 180 Skills and Concepts to Introduce (27% Probability*) 181 - 190 Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data • Reads a chart or table - numbers • Reads a simple pictograph - comparisons (e.g., largest smallest, most often, least often) • Displays data appropriately - bar graph - scale is 1 to 1 • Reads a simple bar graph - comparisons (e.g., largest, smallest, most often, least often) • Compares data from simple graphs (e.g., largest, smallest, most often, least often) • Reads a chart or table - comparisons • Reads a chart or table - numbers • Interprets simple graphs or tables • Reads a simple pictograph - comparisons (e.g., largest smallest, most often, least often) • Solves simple problems based on data from pictographs • Reads a simple bar graph - comparisons (e.g., largest, smallest, most often, least often) • Reads a simple bar graph - numbers (e.g., how many) • Solves simple problems based on data from bar graphs • Compares data from simple graphs (e.g., largest, smallest, most often, least often) • Interprets simple graphs or tables • Interprets a chart or table - calculation required • Reads and interprets data from a pictograph • Solves simple problems based on data from pictographs • Reads a simple bar graph - comparisons (e.g., largest, smallest, most often, least often) • Reads a simple bar graph - numbers (e.g., how many) • Reads and interprets data from a bar graph • Interprets a simple bar graph - calculation required • Solves simple problems based on data from bar graphs Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions • Investigates probability of more likely or less likely using a spinner • Investigates probability of more likely or less likely with objects hidden in containers New Vocabulary: dollar, longest, shortest New Signs and Symbols: = is equal to New Vocabulary: None New Signs and Symbols: None New Vocabulary: lowest New Signs and Symbols: $ dollar sign

Please refer to the DesCartes Use Agreement for terms of use. Educational Standard: Common Core Mathematics K-12: 2010 Page 3 of 12 DesCartes: A Continuum of Learning® Mathematics RIT Score Range: 171 - 180 Statements Last Updated: Aug 4, 2014 Goal: Statistics and Probability Skills and Concepts to Enhance (73% Probability*) 161 - 170 Skills and Concepts to Develop (50% Probability*) 171 - 180 Skills and Concepts to Introduce (27% Probability*) 181 - 190 Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data • Reads a chart or table - numbers • Reads a simple pictograph - comparisons (e.g., largest smallest, most often, least often) • Displays data appropriately - bar graph - scale is 1 to 1 • Reads a simple bar graph - comparisons (e.g., largest, smallest, most often, least often) • Compares data from simple graphs (e.g., largest, smallest, most often, least often) • Reads a chart or table - comparisons • Reads a chart or table - numbers • Interprets simple graphs or tables • Reads a simple pictograph - comparisons (e.g., largest smallest, most often, least often) • Solves simple problems based on data from pictographs • Reads a simple bar graph - comparisons (e.g., largest, smallest, most often, least often) • Reads a simple bar graph - numbers (e.g., how many) • Solves simple problems based on data from bar graphs • Compares data from simple graphs (e.g., largest, smallest, most often, least often) • Interprets simple graphs or tables • Interprets a chart or table - calculation required • Reads and interprets data from a pictograph • Solves simple problems based on data from pictographs • Reads a simple bar graph - comparisons (e.g., largest, smallest, most often, least often) • Reads a simple bar graph - numbers (e.g., how many) • Reads and interprets data from a bar graph • Interprets a simple bar graph - calculation required • Solves simple problems based on data from bar graphs Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions • Investigates probability of more likely or less likely using a spinner • Investigates probability of more likely or less likely with objects hidden in containers New Vocabulary: dollar, longest, shortest New Signs and Symbols: = is equal to New Vocabulary: None New Signs and Symbols: None New Vocabulary: lowest New Signs and Symbols: $ dollar sign Explanatory Notes * At the range mid-point, this is the probability students would correctly answer items measuring these concepts and skills. Both data from test items and review by NWEA curriculum specialists are used to place Learning Continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version. Generated 8/7/14, 9:51:34 PM © 2006-2014 Northwest Evaluation Association. All rights reserved. Please refer to the DesCartes Use Agreement for terms of use. Educational Standard: Common Core Mathematics K-12: 2010 Page 4 of 12 DesCartes: A Continuum of Learning® Mathematics RIT Score Range: 181 - 190 Statements Last Updated: Aug 4, 2014 Goal: Statistics and Probability Skills and Concepts to Enhance (73% Probability*) 171 - 180 Skills and Concepts to Develop (50% Probability*) 181 - 190 Skills and Concepts to Introduce (27% Probability*) 191 - 200 Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data • Reads a chart or table - comparisons • Reads a chart or table - numbers • Interprets simple graphs or tables • Reads a simple pictograph - comparisons (e.g., largest smallest, most often, least often) • Solves simple problems based on data from pictographs • Reads a simple bar graph - comparisons (e.g., largest, smallest, most often, least often) • Reads a simple bar graph - numbers (e.g., how many) • Solves simple problems based on data from bar graphs • Compares data from simple graphs (e.g., largest, smallest, most often, least often) • Interprets simple graphs or tables • Interprets a chart or table - calculation required • Reads and interprets data from a pictograph • Solves simple problems based on data from pictographs • Reads a simple bar graph - comparisons (e.g., largest, smallest, most often, least often) • Reads a simple bar graph - numbers (e.g., how many) • Reads and interprets data from a bar graph • Interprets a simple bar graph - calculation required • Solves simple problems based on data from bar graphs • Interprets a chart or table - calculation required • Reads and interprets data from a pictograph • Interprets a pictograph - calculation required • Reads and interprets data from a bar graph • Reads and interprets dual bar graphs • Interprets a simple bar graph - calculation required • Describes a trend in the data Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions • Investigates probability of more likely or less likely using a spinner • Investigates probability of more likely or less likely with objects hidden in containers • Investigates probability of more likely or less likely using a spinner New Vocabulary: None New Signs and Symbols: None New Vocabulary: lowest New Signs and Symbols: $ dollar sign New Vocabulary: None New Signs and Symbols: None

Please refer to the DesCartes Use Agreement for terms of use. Educational Standard: Common Core Mathematics K-12: 2010 Page 4 of 12 DesCartes: A Continuum of Learning® Mathematics RIT Score Range: 181 - 190 Statements Last Updated: Aug 4, 2014 Goal: Statistics and Probability Skills and Concepts to Enhance (73% Probability*) 171 - 180 Skills and Concepts to Develop (50% Probability*) 181 - 190 Skills and Concepts to Introduce (27% Probability*) 191 - 200 Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data • Reads a chart or table - comparisons • Reads a chart or table - numbers • Interprets simple graphs or tables • Reads a simple pictograph - comparisons (e.g., largest smallest, most often, least often) • Solves simple problems based on data from pictographs • Reads a simple bar graph - comparisons (e.g., largest, smallest, most often, least often) • Reads a simple bar graph - numbers (e.g., how many) • Solves simple problems based on data from bar graphs • Compares data from simple graphs (e.g., largest, smallest, most often, least often) • Interprets simple graphs or tables • Interprets a chart or table - calculation required • Reads and interprets data from a pictograph • Solves simple problems based on data from pictographs • Reads a simple bar graph - comparisons (e.g., largest, smallest, most often, least often) • Reads a simple bar graph - numbers (e.g., how many) • Reads and interprets data from a bar graph • Interprets a simple bar graph - calculation required • Solves simple problems based on data from bar graphs • Interprets a chart or table - calculation required • Reads and interprets data from a pictograph • Interprets a pictograph - calculation required • Reads and interprets data from a bar graph • Reads and interprets dual bar graphs • Interprets a simple bar graph - calculation required • Describes a trend in the data Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions • Investigates probability of more likely or less likely using a spinner • Investigates probability of more likely or less likely with objects hidden in containers • Investigates probability of more likely or less likely using a spinner New Vocabulary: None New Signs and Symbols: None New Vocabulary: lowest New Signs and Symbols: $ dollar sign New Vocabulary: None New Signs and Symbols: None Explanatory Notes * At the range mid-point, this is the probability students would correctly answer items measuring these concepts and skills. Both data from test items and review by NWEA curriculum specialists are used to place Learning Continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version. Generated 8/7/14, 9:51:34 PM © 2006-2014 Northwest Evaluation Association. All rights reserved. Please refer to the DesCartes Use Agreement for terms of use. Educational Standard: Common Core Mathematics K-12: 2010 Page 5 of 12 DesCartes: A Continuum of Learning® Mathematics RIT Score Range: 191 - 200 Statements Last Updated: Aug 4, 2014 Goal: Statistics and Probability Skills and Concepts to Enhance (73% Probability*) 181 - 190 Skills and Concepts to Develop (50% Probability*) 191 - 200 Skills and Concepts to Introduce (27% Probability*) 201 - 210 Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data • Interprets simple graphs or tables • Interprets a chart or table - calculation required • Reads and interprets data from a pictograph • Solves simple problems based on data from pictographs • Reads a simple bar graph - comparisons (e.g., largest, smallest, most often, least often) • Reads a simple bar graph - numbers (e.g., how many) • Reads and interprets data from a bar graph • Interprets a simple bar graph - calculation required • Solves simple problems based on data from bar graphs • Interprets a chart or table - calculation required • Reads and interprets data from a pictograph • Interprets a pictograph - calculation required • Reads and interprets data from a bar graph • Reads and interprets dual bar graphs • Interprets a simple bar graph - calculation required • Describes a trend in the data • Solves problems using pictographs • Organizes data to create simple bar graphs • Solves problems using bar graphs • Solves problems using dual bar graphs • Determines the middle value (median) from a simple set of data • Draws conclusions from data - bar graphs • Describes a trend in the data Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions • Investigates probability of more likely or less likely using a spinner • Investigates probability of more likely or less likely with objects hidden in containers • Investigates probability of more likely or less likely using a spinner • Recognizes events that are certain, likely, unlikely, possible, or impossible • Uses the concept of chance to determine the likelihood of an event • Determines all possible outcomes • Determines the probability for a simple experiment using one or more coins • Determines the probability for a simple experiment using objects - must determine size of sample space New Vocabulary: lowest New Signs and Symbols: $ dollar sign New Vocabulary: None New Signs and Symbols: None New Vocabulary: bar graph, chance, median, probability, random New Signs and Symbols: None

Please refer to the DesCartes Use Agreement for terms of use. Educational Standard: Common Core Mathematics K-12: 2010 Page 5 of 12 DesCartes: A Continuum of Learning® Mathematics RIT Score Range: 191 - 200 Statements Last Updated: Aug 4, 2014 Goal: Statistics and Probability Skills and Concepts to Enhance (73% Probability*) 181 - 190 Skills and Concepts to Develop (50% Probability*) 191 - 200 Skills and Concepts to Introduce (27% Probability*) 201 - 210 Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data • Interprets simple graphs or tables • Interprets a chart or table - calculation required • Reads and interprets data from a pictograph • Solves simple problems based on data from pictographs • Reads a simple bar graph - comparisons (e.g., largest, smallest, most often, least often) • Reads a simple bar graph - numbers (e.g., how many) • Reads and interprets data from a bar graph • Interprets a simple bar graph - calculation required • Solves simple problems based on data from bar graphs • Interprets a chart or table - calculation required • Reads and interprets data from a pictograph • Interprets a pictograph - calculation required • Reads and interprets data from a bar graph • Reads and interprets dual bar graphs • Interprets a simple bar graph - calculation required • Describes a trend in the data • Solves problems using pictographs • Organizes data to create simple bar graphs • Solves problems using bar graphs • Solves problems using dual bar graphs • Determines the middle value (median) from a simple set of data • Draws conclusions from data - bar graphs • Describes a trend in the data Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions • Investigates probability of more likely or less likely using a spinner • Investigates probability of more likely or less likely with objects hidden in containers • Investigates probability of more likely or less likely using a spinner • Recognizes events that are certain, likely, unlikely, possible, or impossible • Uses the concept of chance to determine the likelihood of an event • Determines all possible outcomes • Determines the probability for a simple experiment using one or more coins • Determines the probability for a simple experiment using objects - must determine size of sample space New Vocabulary: lowest New Signs and Symbols: $ dollar sign New Vocabulary: None New Signs and Symbols: None New Vocabulary: bar graph, chance, median, probability, random New Signs and Symbols: None Explanatory Notes * At the range mid-point, this is the probability students would correctly answer items measuring these concepts and skills. Both data from test items and review by NWEA curriculum specialists are used to place Learning Continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version. Generated 8/7/14, 9:51:34 PM © 2006-2014 Northwest Evaluation Association. All rights reserved. Please refer to the DesCartes Use Agreement for terms of use. Educational Standard: Common Core Mathematics K-12: 2010 Page 6 of 12 DesCartes: A Continuum of Learning® Mathematics RIT Score Range: 201 - 210 Statements Last Updated: Aug 4, 2014 Goal: Statistics and Probability Skills and Concepts to Enhance (73% Probability*) 191 - 200 Skills and Concepts to Develop (50% Probability*) 201 - 210 Skills and Concepts to Introduce (27% Probability*) 211 - 220 Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data • Interprets a chart or table - calculation required • Reads and interprets data from a pictograph • Interprets a pictograph - calculation required • Reads and interprets data from a bar graph • Reads and interprets dual bar graphs • Interprets a simple bar graph - calculation required • Describes a trend in the data • Solves problems using pictographs • Organizes data to create simple bar graphs • Solves problems using bar graphs • Solves problems using dual bar graphs • Determines the middle value (median) from a simple set of data • Draws conclusions from data - bar graphs • Describes a trend in the data • Solves problems using pictographs • Solves problems using bar graphs • Reads and interprets data in scatter plots • Reads and interprets data in line plots • Determines the average (mean) of a simple set of data • Solves simple problems involving mean • Determines the middle value (median) from a simple set of data • Predicts from plotted data • Describes a trend in the data Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions • Investigates probability of more likely or less likely using a spinner • Recognizes events that are certain, likely, unlikely, possible, or impossible • Uses the concept of chance to determine the likelihood of an event • Determines all possible outcomes • Determines the probability for a simple experiment using one or more coins • Determines the probability for a simple experiment using objects - must determine size of sample space • Determines all possible outcomes • Determines the probability for a simple experiment using one die • Determines probability from a real-world situation - number of possible outcomes given • Determines the probabilities for a simple experiment using a frequency table - must determine size of sample space • Determines probability when drawing objects from containers - must determine size of sample space • Modifies sample space to change the probability of an event • Determines the complement of a simple event • Determines the possible outcomes for a simple probability experiment using spinners • Determines the number of possible combinations of given items • Predicts the sample space, based on the outcome of an experiment - tally sheet • Uses systematic lists to represent problems New Vocabulary: None New Signs and Symbols: None New Vocabulary: bar graph, chance, median, probability, random New Signs and Symbols: None New Vocabulary: fastest, fitted line, mean, number cube, outcome, scatter plot New Signs and Symbols: { } set notation, lb pound, P( ) probability, % percent