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

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 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 7 of 12 DesCartes: A Continuum of Learning® Mathematics RIT Score Range: 211 - 220 Statements Last Updated: Aug 4, 2014 Goal: Statistics and Probability Skills and Concepts to Enhance (73% Probability*) 201 - 210 Skills and Concepts to Develop (50% Probability*) 211 - 220 Skills and Concepts to Introduce (27% Probability*) 221 - 230 Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative 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 • Determines appropriate intervals and/or scale for a bar graph • Determines the average (mean) of a simple set of data • Determines the mean of a complex set of data (e.g., fractions, integers, many data points) • Solves simple problems involving mean • Solves problems with missing data when the mean is known • Determines the middle value (median) from a simple set of data • Determines the spread (range) from a simple set of data • Predicts from line graphs • Predicts from plotted data Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions • 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 • Determines likelihood using tree diagrams • Determines probability - 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 possible outcomes for a simple probability experiment using dart boards • Determines the number of possible combinations of given items • Determines the outcome of simple multiple events • Predicts the sample space, based on the outcome of an experiment - tally sheet • Uses the results of probability experiments or events to predict future events • Computes probability as a fraction, given equivalent forms • Identifies whether predictions are based on theoretical or experimental probability • Determines the most accurate sample for a situation • Describes the population based on a given sample 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 New Vocabulary: tails 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 7 of 12 DesCartes: A Continuum of Learning® Mathematics RIT Score Range: 211 - 220 Statements Last Updated: Aug 4, 2014 Goal: Statistics and Probability Skills and Concepts to Enhance (73% Probability*) 201 - 210 Skills and Concepts to Develop (50% Probability*) 211 - 220 Skills and Concepts to Introduce (27% Probability*) 221 - 230 Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative 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 • Determines appropriate intervals and/or scale for a bar graph • Determines the average (mean) of a simple set of data • Determines the mean of a complex set of data (e.g., fractions, integers, many data points) • Solves simple problems involving mean • Solves problems with missing data when the mean is known • Determines the middle value (median) from a simple set of data • Determines the spread (range) from a simple set of data • Predicts from line graphs • Predicts from plotted data Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions • 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 • Determines likelihood using tree diagrams • Determines probability - 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 possible outcomes for a simple probability experiment using dart boards • Determines the number of possible combinations of given items • Determines the outcome of simple multiple events • Predicts the sample space, based on the outcome of an experiment - tally sheet • Uses the results of probability experiments or events to predict future events • Computes probability as a fraction, given equivalent forms • Identifies whether predictions are based on theoretical or experimental probability • Determines the most accurate sample for a situation • Describes the population based on a given sample 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 New Vocabulary: tails 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 8 of 12 DesCartes: A Continuum of Learning® Mathematics RIT Score Range: 221 - 230 Statements Last Updated: Aug 4, 2014 Goal: Statistics and Probability Skills and Concepts to Enhance (73% Probability*) 211 - 220 Skills and Concepts to Develop (50% Probability*) 221 - 230 Skills and Concepts to Introduce (27% Probability*) 231 - 240 Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative 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 • Determines appropriate intervals and/or scale for a bar graph • Determines the average (mean) of a simple set of data • Determines the mean of a complex set of data (e.g., fractions, integers, many data points) • Solves simple problems involving mean • Solves problems with missing data when the mean is known • Determines the middle value (median) from a simple set of data • Determines the spread (range) from a simple set of data • Predicts from line graphs • Predicts from plotted data • Determines appropriate intervals and/or scale for a bar graph • Interprets data given in horizontal and vertical bar graphs to solve problems • Reads and interprets data in box-and-whisker plots • Determines the mean of a complex set of data (e.g., fractions, integers, many data points) • Solves problems with missing data when the mean is known • Determines the median from a complex set of data (e.g., not in order, many data points) • Determines the range of a complex set of data • Estimates line of best fit to make predictions Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions • 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 • Determines likelihood using tree diagrams • Determines probability - 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 possible outcomes for a simple probability experiment using dart boards • Determines the number of possible combinations of given items • Determines the outcome of simple multiple events • Predicts the sample space, based on the outcome of an experiment - tally sheet • Uses the results of probability experiments or events to predict future events • Computes probability as a fraction, given equivalent forms • Identifies whether predictions are based on theoretical or experimental probability • Determines the most accurate sample for a situation • Describes the population based on a given sample • Determines probability - must determine size of sample space • Modifies sample space to change the probability of an event • Determines the probability of independent simple compound events • Determines the possible outcomes for a simple probability experiment using dart boards • Determines the outcome of simple multiple events • Uses the results of probability experiments or events to predict future events • Predicts from an analysis of data and statistical measures • Predicts from charts and tables • Describes the population based on a given sample New Vocabulary: fastest, fitted line, mean, number cube, outcome, scatter plot New Signs and Symbols: { } set notation, lb pound, P( ) probability, % percent New Vocabulary: tails New Signs and Symbols: None New Vocabulary: box-and-whisker plot, data point, interquartile range, middle, representative sample, sample New Signs and Symbols: °F degrees Fahrenheit

Please refer to the DesCartes Use Agreement for terms of use. Educational Standard: Common Core Mathematics K-12: 2010 Page 8 of 12 DesCartes: A Continuum of Learning® Mathematics RIT Score Range: 221 - 230 Statements Last Updated: Aug 4, 2014 Goal: Statistics and Probability Skills and Concepts to Enhance (73% Probability*) 211 - 220 Skills and Concepts to Develop (50% Probability*) 221 - 230 Skills and Concepts to Introduce (27% Probability*) 231 - 240 Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative 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 • Determines appropriate intervals and/or scale for a bar graph • Determines the average (mean) of a simple set of data • Determines the mean of a complex set of data (e.g., fractions, integers, many data points) • Solves simple problems involving mean • Solves problems with missing data when the mean is known • Determines the middle value (median) from a simple set of data • Determines the spread (range) from a simple set of data • Predicts from line graphs • Predicts from plotted data • Determines appropriate intervals and/or scale for a bar graph • Interprets data given in horizontal and vertical bar graphs to solve problems • Reads and interprets data in box-and-whisker plots • Determines the mean of a complex set of data (e.g., fractions, integers, many data points) • Solves problems with missing data when the mean is known • Determines the median from a complex set of data (e.g., not in order, many data points) • Determines the range of a complex set of data • Estimates line of best fit to make predictions Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions • 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 • Determines likelihood using tree diagrams • Determines probability - 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 possible outcomes for a simple probability experiment using dart boards • Determines the number of possible combinations of given items • Determines the outcome of simple multiple events • Predicts the sample space, based on the outcome of an experiment - tally sheet • Uses the results of probability experiments or events to predict future events • Computes probability as a fraction, given equivalent forms • Identifies whether predictions are based on theoretical or experimental probability • Determines the most accurate sample for a situation • Describes the population based on a given sample • Determines probability - must determine size of sample space • Modifies sample space to change the probability of an event • Determines the probability of independent simple compound events • Determines the possible outcomes for a simple probability experiment using dart boards • Determines the outcome of simple multiple events • Uses the results of probability experiments or events to predict future events • Predicts from an analysis of data and statistical measures • Predicts from charts and tables • Describes the population based on a given sample New Vocabulary: fastest, fitted line, mean, number cube, outcome, scatter plot New Signs and Symbols: { } set notation, lb pound, P( ) probability, % percent New Vocabulary: tails New Signs and Symbols: None New Vocabulary: box-and-whisker plot, data point, interquartile range, middle, representative sample, sample New Signs and Symbols: °F degrees Fahrenheit 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 9 of 12 DesCartes: A Continuum of Learning® Mathematics RIT Score Range: 231 - 240 Statements Last Updated: Aug 4, 2014 Goal: Statistics and Probability Skills and Concepts to Enhance (73% Probability*) 221 - 230 Skills and Concepts to Develop (50% Probability*) 231 - 240 Skills and Concepts to Introduce (27% Probability*) 241 - 250 Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data • Determines appropriate intervals and/or scale for a bar graph • Determines the average (mean) of a simple set of data • Determines the mean of a complex set of data (e.g., fractions, integers, many data points) • Solves simple problems involving mean • Solves problems with missing data when the mean is known • Determines the middle value (median) from a simple set of data • Determines the spread (range) from a simple set of data • Predicts from line graphs • Predicts from plotted data • Determines appropriate intervals and/or scale for a bar graph • Interprets data given in horizontal and vertical bar graphs to solve problems • Reads and interprets data in box-and-whisker plots • Determines the mean of a complex set of data (e.g., fractions, integers, many data points) • Solves problems with missing data when the mean is known • Determines the median from a complex set of data (e.g., not in order, many data points) • Determines the range of a complex set of data • Estimates line of best fit to make predictions • Reads and interprets data in tables • Reads and interprets data in box-and-whisker plots • Reads and interprets interquartile range in box-and-whisker plots • Reads and interprets data in stem-and-leaf plots • Determines the range of a complex set of data • Identifies outliers on a data display (e.g., uses interquartile range to identify outliers on a box-and-whisker plot) • Determines the correlation for a set of data • Identifies a set of data with a given mean, median, and/or mode Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions • Determines likelihood using tree diagrams • Determines probability - 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 possible outcomes for a simple probability experiment using dart boards • Determines the number of possible combinations of given items • Determines the outcome of simple multiple events • Predicts the sample space, based on the outcome of an experiment - tally sheet • Uses the results of probability experiments or events to predict future events • Computes probability as a fraction, given equivalent forms • Identifies whether predictions are based on theoretical or experimental probability • Determines the most accurate sample for a situation • Describes the population based on a given sample • Determines probability - must determine size of sample space • Modifies sample space to change the probability of an event • Determines the probability of independent simple compound events • Determines the possible outcomes for a simple probability experiment using dart boards • Determines the outcome of simple multiple events • Uses the results of probability experiments or events to predict future events • Predicts from an analysis of data and statistical measures • Predicts from charts and tables • Describes the population based on a given sample • Determines probability using counting procedures • Determines probability using tables • Determines the complement of a complex event • Determines probability using an area model • Uses theoretical probability to predict future events • Predicts from an analysis of data and statistical measures • Describes the population based on a given sample New Vocabulary: tails New Signs and Symbols: None New Vocabulary: box-and-whisker plot, data point, interquartile range, middle, representative sample, sample New Signs and Symbols: °F degrees Fahrenheit New Vocabulary: None New Signs and Symbols: ∙ outlier

Please refer to the DesCartes Use Agreement for terms of use. Educational Standard: Common Core Mathematics K-12: 2010 Page 9 of 12 DesCartes: A Continuum of Learning® Mathematics RIT Score Range: 231 - 240 Statements Last Updated: Aug 4, 2014 Goal: Statistics and Probability Skills and Concepts to Enhance (73% Probability*) 221 - 230 Skills and Concepts to Develop (50% Probability*) 231 - 240 Skills and Concepts to Introduce (27% Probability*) 241 - 250 Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data • Determines appropriate intervals and/or scale for a bar graph • Determines the average (mean) of a simple set of data • Determines the mean of a complex set of data (e.g., fractions, integers, many data points) • Solves simple problems involving mean • Solves problems with missing data when the mean is known • Determines the middle value (median) from a simple set of data • Determines the spread (range) from a simple set of data • Predicts from line graphs • Predicts from plotted data • Determines appropriate intervals and/or scale for a bar graph • Interprets data given in horizontal and vertical bar graphs to solve problems • Reads and interprets data in box-and-whisker plots • Determines the mean of a complex set of data (e.g., fractions, integers, many data points) • Solves problems with missing data when the mean is known • Determines the median from a complex set of data (e.g., not in order, many data points) • Determines the range of a complex set of data • Estimates line of best fit to make predictions • Reads and interprets data in tables • Reads and interprets data in box-and-whisker plots • Reads and interprets interquartile range in box-and-whisker plots • Reads and interprets data in stem-and-leaf plots • Determines the range of a complex set of data • Identifies outliers on a data display (e.g., uses interquartile range to identify outliers on a box-and-whisker plot) • Determines the correlation for a set of data • Identifies a set of data with a given mean, median, and/or mode Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions • Determines likelihood using tree diagrams • Determines probability - 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 possible outcomes for a simple probability experiment using dart boards • Determines the number of possible combinations of given items • Determines the outcome of simple multiple events • Predicts the sample space, based on the outcome of an experiment - tally sheet • Uses the results of probability experiments or events to predict future events • Computes probability as a fraction, given equivalent forms • Identifies whether predictions are based on theoretical or experimental probability • Determines the most accurate sample for a situation • Describes the population based on a given sample • Determines probability - must determine size of sample space • Modifies sample space to change the probability of an event • Determines the probability of independent simple compound events • Determines the possible outcomes for a simple probability experiment using dart boards • Determines the outcome of simple multiple events • Uses the results of probability experiments or events to predict future events • Predicts from an analysis of data and statistical measures • Predicts from charts and tables • Describes the population based on a given sample • Determines probability using counting procedures • Determines probability using tables • Determines the complement of a complex event • Determines probability using an area model • Uses theoretical probability to predict future events • Predicts from an analysis of data and statistical measures • Describes the population based on a given sample New Vocabulary: tails New Signs and Symbols: None New Vocabulary: box-and-whisker plot, data point, interquartile range, middle, representative sample, sample New Signs and Symbols: °F degrees Fahrenheit New Vocabulary: None New Signs and Symbols: ∙ outlier 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 10 of 12 DesCartes: A Continuum of Learning® Mathematics RIT Score Range: 241 - 250 Statements Last Updated: Aug 4, 2014 Goal: Statistics and Probability Skills and Concepts to Enhance (73% Probability*) 231 - 240 Skills and Concepts to Develop (50% Probability*) 241 - 250 Skills and Concepts to Introduce (27% Probability*) 251 - 260 Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data Interpreting Categorical and Quantitative Data • Determines appropriate intervals and/or scale for a bar graph • Interprets data given in horizontal and vertical bar graphs to solve problems • Reads and interprets data in box-and-whisker plots • Determines the mean of a complex set of data (e.g., fractions, integers, many data points) • Solves problems with missing data when the mean is known • Determines the median from a complex set of data (e.g., not in order, many data points) • Determines the range of a complex set of data • Estimates line of best fit to make predictions • Reads and interprets data in tables • Reads and interprets data in box-and-whisker plots • Reads and interprets interquartile range in box-and-whisker plots • Reads and interprets data in stem-and-leaf plots • Determines the range of a complex set of data • Identifies outliers on a data display (e.g., uses interquartile range to identify outliers on a box-and-whisker plot) • Determines the correlation for a set of data • Identifies a set of data with a given mean, median, and/or mode • Interprets the meaning of slope and intercepts in problem solving situations • Reads and interprets interquartile range in box-and-whisker plots • Solves complex problems involving mean • Identifies outliers on a data display (e.g., uses interquartile range to identify outliers on a box-and-whisker plot) • Computes and compares mean, median, mode, and range in simple examples to demonstrate that they may differ for a given set of data Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions Using Sampling and Probability to Make Decisions • Determines probability - must determine size of sample space • Modifies sample space to change the probability of an event • Determines the probability of independent simple compound events • Determines the possible outcomes for a simple probability experiment using dart boards • Determines the outcome of simple multiple events • Uses the results of probability experiments or events to predict future events • Predicts from an analysis of data and statistical measures • Predicts from charts and tables • Describes the population based on a given sample • Determines probability using counting procedures • Determines probability using tables • Determines the complement of a complex event • Determines probability using an area model • Uses theoretical probability to predict future events • Predicts from an analysis of data and statistical measures • Describes the population based on a given sample • Determines the probabilities of complex compound events (independent) • Uses random sampling techniques New Vocabulary: box-and-whisker plot, data point, interquartile range, middle, representative sample, sample New Signs and Symbols: °F degrees Fahrenheit New Vocabulary: None New Signs and Symbols: ∙ outlier New Vocabulary: None New Signs and Symbols: None