American Samoa College and Career Ready Standards: Grade 4
Skills available for American Samoa fourth-grade math standards
Strand
Print skill plan
1-2
Number Sense, Properties, and Operations
4.1 Students investigate numbers, ways of representing numbers, relationships among numbers, and number systems.
4.1.1 Recognize, categorize, compare, and round decimals using place value understanding
4.1.1 Recognize, categorize, compare, and round decimals using place value understanding
4.1.1.a: Recognize and categorize place values of whole numbers (up to 12 digits); that is, show that in a multidigit number, a digit in one place represents 10 times as much as it represents in the place to its right, and 1/10 of what it represents in the place to its left
4.1.1.a: Recognize and categorize place values of whole numbers (up to 12 digits); that is, show that in a multidigit number, a digit in one place represents 10 times as much as it represents in the place to its right, and 1/10 of what it represents in the place to its left
4.1.1.b: Read, write, and compare decimals to thousandths using base-ten numerals, number names, and expanded forms (e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × [1/10] + 9 × [1/100] + 2 × [1/1,000])
4.1.1.b: Read, write, and compare decimals to thousandths using base-ten numerals, number names, and expanded forms (e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × [1/10] + 9 × [1/100] + 2 × [1/1,000])
4.1.1.c: Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of the comparison. In addition: Compare two decimals to hundredths by reasoning about their size; Explain or show why a comparison is valid only when the two compared decimals refer to the same whole; Justify the conclusion using a visual fraction model.
4.1.1.c: Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of the comparison. In addition: Compare two decimals to hundredths by reasoning about their size; Explain or show why a comparison is valid only when the two compared decimals refer to the same whole; Justify the conclusion using a visual fraction model.
4.1.1.d: Round decimals using place value understanding
4.1.1.d: Round decimals using place value understanding
4.1.2 Multiply and divide decimals by a power of 10
4.1.2 Multiply and divide decimals by a power of 10
4.1.2.a: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10
4.1.2.a: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10
4.1.2.b: Explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10, and use whole-number exponents to denote powers of 10
4.1.2.b: Explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10, and use whole-number exponents to denote powers of 10
4.1.2.c: (E)Rewrite and identify decimals using decimal notation for fractions with appropriate denominators 10 or 100 (e.g., rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram)
4.1.2.c: (E)Rewrite and identify decimals using decimal notation for fractions with appropriate denominators 10 or 100 (e.g., rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram)
(E) 4.1.3 Recognize and generate equivalent fractions, and compare two fractions with different numerators and different denominators
(E) 4.1.3 Recognize and generate equivalent fractions, and compare two fractions with different numerators and different denominators
(E) 4.1.3.a: Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b)
(E) 4.1.3.a: Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b)
(E) 4.1.3.b: Explain (e.g., using visual fraction models) how the number and size of the parts differ even though two fractions themselves are the same size
(E) 4.1.3.b: Explain (e.g., using visual fraction models) how the number and size of the parts differ even though two fractions themselves are the same size
(E) 4.1.3.c: Recognize and generate more equivalent fractions using the principle above
(E) 4.1.3.c: Recognize and generate more equivalent fractions using the principle above
(E) 4.1.3.d: Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2)
(E) 4.1.3.d: Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2)
(E) 4.1.3.e: Compare two decimals to hundredths by reasoning about their size
(E) 4.1.3.e: Compare two decimals to hundredths by reasoning about their size
(E) 4.1.3.f: Explain or show why a comparison is valid only when the two compared fractions refer to the same whole
(E) 4.1.3.f: Explain or show why a comparison is valid only when the two compared fractions refer to the same whole
(E) 4.1.3.g: Record the result of such comparisons with symbols >, =, or <, and use a visual fraction model to justify the conclusions
(E) 4.1.3.g: Record the result of such comparisons with symbols >, =, or <, and use a visual fraction model to justify the conclusions
4.2 Students perform mathematical operations and determine how they relate to one another.
4.2.1 Become familiar with factors and multiples of whole numbers, and solve problems using the four operations with whole numbers
4.2.1 Become familiar with factors and multiples of whole numbers, and solve problems using the four operations with whole numbers
4.2.1.a: Recognize that a whole number is a multiple of each of its factors
4.2.1.a: Recognize that a whole number is a multiple of each of its factors
4.2.1.b: Find all factor pairs for a whole number in the range 1?100
4.2.1.b: Find all factor pairs for a whole number in the range 1?100
4.2.1.c: Determine whether or not a given whole number in the range 1?100 is a multiple of a given one- digit number
4.2.1.c: Determine whether or not a given whole number in the range 1?100 is a multiple of a given one- digit number
4.2.1.d: Determine whether or not a given whole number in the range 1?100 is prime or composite
4.2.1.d: Determine whether or not a given whole number in the range 1?100 is prime or composite
4.2.1.e: Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7, and 7 times as many as 5), and represent verbal statements of multiplicative comparisons as multiplication equations
4.2.1.e: Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7, and 7 times as many as 5), and represent verbal statements of multiplicative comparisons as multiplication equations
4.2.1.f: Multiply or divide to solve word problems involving multiplicative comparison (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison)
4.2.1.f: Multiply or divide to solve word problems involving multiplicative comparison (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison)
4.2.1.g: Solve multistep word problems posed with whole numbers and having whole-number answers, using the four operations or other strategies, including problems in which remainders must be interpreted; represent these problems using equations with a letter standing for the unknown quantity; and assess the reasonableness of answers using mental computation and estimation strategies, including rounding
Interpret remainders
Represent and solve multi-step problems
Solve multi-step problems
Variable equations
Identify reasonable answers
4.2.1.g: Solve multistep word problems posed with whole numbers and having whole-number answers, using the four operations or other strategies, including problems in which remainders must be interpreted; represent these problems using equations with a letter standing for the unknown quantity; and assess the reasonableness of answers using mental computation and estimation strategies, including rounding
Interpret remainders
Represent and solve multi-step problems
Solve multi-step problems
Variable equations
Identify reasonable answers
4.2.2 Perform multidigit arithmetic using place value understanding and properties of operations
4.2.2 Perform multidigit arithmetic using place value understanding and properties of operations
4.2.2.a: Add and subtract multidigit whole numbers using the standard algorithm
Addition
Subtraction
Mixed operations
4.2.2.a: Add and subtract multidigit whole numbers using the standard algorithm
Addition
Subtraction
Mixed operations
4.2.2.b: Multiply a whole number of up to four digits by a 1-digit whole number, and multiply two 2-digit numbers, using strategies based on place value and the properties of operations
Multiplication facts
Multiply 1-digit numbers using models
Multiply 1-digit numbers
Multiply 2-digit numbers using models
Multiply 2-digit numbers
Place value strategies
Properties of multiplication
4.2.2.b: Multiply a whole number of up to four digits by a 1-digit whole number, and multiply two 2-digit numbers, using strategies based on place value and the properties of operations
Multiplication facts
Multiply 1-digit numbers using models
Multiply 1-digit numbers
Multiply 2-digit numbers using models
Multiply 2-digit numbers
Place value strategies
Properties of multiplication
4.2.2.c: Find whole-number quotients and remainders with up to 4-digit dividends and 1-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division
Properties of division
Divide 2-digit numbers
Divide larger numbers
Place value strategies
4.2.2.c: Find whole-number quotients and remainders with up to 4-digit dividends and 1-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division
Properties of division
Divide 2-digit numbers
Divide larger numbers
Place value strategies
4.2.2.d: Illustrate and explain any of the above calculations using equations, rectangular arrays, and/or area models
4.2.2.d: Illustrate and explain any of the above calculations using equations, rectangular arrays, and/or area models
4.2.3 Multiply a fraction by a whole number, using visual fraction models and equations
4.2.3 Multiply a fraction by a whole number, using visual fraction models and equations
4.2.3.a: Explain a fraction a/b as a multiple of 1/b [e.g., use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4)]
4.2.3.a: Explain a fraction a/b as a multiple of 1/b [e.g., use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4)]
4.2.3.b: Explain a multiple of a/b as a multiple of 1/b, which in general is n × (a/b) = (n × a)/b, and use this understanding to multiply a fraction by a whole number [e.g., use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5]
Multiply with models
Multiply without models
4.2.3.b: Explain a multiple of a/b as a multiple of 1/b, which in general is n × (a/b) = (n × a)/b, and use this understanding to multiply a fraction by a whole number [e.g., use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5]
Multiply with models
Multiply without models
4.2.3.c: Solve word problems involving multiplication of a fraction by a whole number, using visual fraction models and equations to represent the problem (e.g., if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does the answer lie?)
4.2.3.c: Solve word problems involving multiplication of a fraction by a whole number, using visual fraction models and equations to represent the problem (e.g., if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does the answer lie?)
4.2.4 Add and subtract fractions using like denominators
4.2.4 Add and subtract fractions using like denominators
4.2.4.a: Describe a fraction a/b with a > 1 as a sum of fractions 1/b
4.2.4.a: Describe a fraction a/b with a > 1 as a sum of fractions 1/b
4.2.4.b: Explain addition and subtraction of fractions as joining and separating parts referring to the same whole
Area models
Strip models
4.2.4.b: Explain addition and subtraction of fractions as joining and separating parts referring to the same whole
Area models
Strip models
4.2.4.c: (E) Express a fraction with the denominator 10 as an equivalent fraction with the denominator 100, and use this technique to add two fractions with respective denominators 10 and 100 (e.g., express 1/10 as 10/100, and 1/10 + 7/100 = 17/100)
4.2.4.c: (E) Express a fraction with the denominator 10 as an equivalent fraction with the denominator 100, and use this technique to add two fractions with respective denominators 10 and 100 (e.g., express 1/10 as 10/100, and 1/10 + 7/100 = 17/100)
4.2.4.d: Add and subtract fractions with like denominators
4.2.4.d: Add and subtract fractions with like denominators
4.2.4.e: Decompose a fraction into a sum of fractions with the same denominator in more than one way, record each decomposition by an equation, and justify the decomposition (e.g., 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8)
4.2.4.e: Decompose a fraction into a sum of fractions with the same denominator in more than one way, record each decomposition by an equation, and justify the decomposition (e.g., 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8)
4.2.4.f: Add and subtract mixed numbers with like denominators (e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction)
4.2.4.f: Add and subtract mixed numbers with like denominators (e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction)
4.2.4.g: Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators (e.g., by using visual fraction models and equations to represent the problem)
4.2.4.g: Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators (e.g., by using visual fraction models and equations to represent the problem)
3-4
Patterns, Algebra, and Functions
4.3 Students investigate patterns, functions and quantitative relationships and apply that knowledge to modeling, analyzing or solving mathematical and real-word problems.
4.3.1 Generate and analyze numerical and geometrical patterns
4.3.1 Generate and analyze numerical and geometrical patterns
4.3.1.a: Generate a number or shape a pattern that follows a given rule
4.3.1.a: Generate a number or shape a pattern that follows a given rule
4.3.1.b: Identify and explain apparent features of the pattern that were not explicit in the rule itself (e.g., given the rule "add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers, and explain informally why the numbers will continue to alternate in this way)
Identify features of patterns
Analyze patterns
4.3.1.b: Identify and explain apparent features of the pattern that were not explicit in the rule itself (e.g., given the rule "add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers, and explain informally why the numbers will continue to alternate in this way)
Identify features of patterns
Analyze patterns
4.4 Students use symbolic forms, operations, and properties to represent, model, solve, and analyze mathematical situations and structures.
4.4.1 Explain how a change in one quantity (or variable) can produce a change in another quantity (or variable)
4.4.1 Explain how a change in one quantity (or variable) can produce a change in another quantity (or variable)
4.4.1.a: Represent measurement quantities using diagrams, such as number line diagrams that feature a measurement scale
4.4.1.a: Represent measurement quantities using diagrams, such as number line diagrams that feature a measurement scale
4.4.1.b: Apply rules using functions, and create relevant function tables
4.4.1.b: Apply rules using functions, and create relevant function tables
5-6
Measurement, Geometry, and Spatial Sense
4.5 Students explore properties, relationships, and transformations of shapes and space using coordinate geometry and other representational systems.
4.5.1 Discuss the concepts of angles and measure of angles, draw and identify lines and angles, and classify shapes by properties of their lines and angles
4.5.1 Discuss the concepts of angles and measure of angles, draw and identify lines and angles, and classify shapes by properties of their lines and angles
4.5.1.a: Describe angle as formed wherever two rays share a common endpoint
4.5.1.a: Describe angle as formed wherever two rays share a common endpoint
4.5.1.b: Describe angle as measured with reference to a circle with its center at the common endpoint of the rays, and recognize that an angle that turns through 1/360 of a circle is called a one-degree angle, and can be used to measure angles; an angle that turns through n one-degree angles is said to have an angle measurement of n degrees
4.5.1.b: Describe angle as measured with reference to a circle with its center at the common endpoint of the rays, and recognize that an angle that turns through 1/360 of a circle is called a one-degree angle, and can be used to measure angles; an angle that turns through n one-degree angles is said to have an angle measurement of n degrees
4.5.1.c: Describe and classify angles (right, acute, and obtuse) according to their measurements
4.5.1.c: Describe and classify angles (right, acute, and obtuse) according to their measurements
4.5.1.d: Draw points, lines, line segments, rays, angles, and perpendicular and parallel lines, and identify these in 2-D figures
Parallel, perpendicular, and intersecting lines
Points, lines, and angles
Two-dimensional figures
4.5.1.d: Draw points, lines, line segments, rays, angles, and perpendicular and parallel lines, and identify these in 2-D figures
Parallel, perpendicular, and intersecting lines
Points, lines, and angles
Two-dimensional figures
4.5.2 Classify shapes by properties of their lines and angles and identify and draw lines of symmetries
4.5.2 Classify shapes by properties of their lines and angles and identify and draw lines of symmetries
4.5.2.a: Classify 2-D figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size
Identify quadrilaterals
Classify quadrilaterals
4.5.2.a: Classify 2-D figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size
Identify quadrilaterals
Classify quadrilaterals
4.5.2.b: Recognize right triangles as a category, and identify right triangles
4.5.2.b: Recognize right triangles as a category, and identify right triangles
4.5.2.c: Form questions about figures (e.g., "Which figures have parallel or perpendicular lines?"; "Which figures have angles of a specified size?")
4.5.2.c: Form questions about figures (e.g., "Which figures have parallel or perpendicular lines?"; "Which figures have angles of a specified size?")
4.5.2.d: Recognize the property of symmetry in relation to points, lines, rays, angles, parallel lines and planes, perpendicular lines and planes, and identify relationships on the road map
4.5.2.d: Recognize the property of symmetry in relation to points, lines, rays, angles, parallel lines and planes, perpendicular lines and planes, and identify relationships on the road map
4.5.2.e: Recognize a line of symmetry for a 2-D figure as a line across the figure such that the figure can be folded along the line into matching parts
4.5.2.e: Recognize a line of symmetry for a 2-D figure as a line across the figure such that the figure can be folded along the line into matching parts
4.5.2.f: Identify line-symmetric figures, and draw lines of symmetry
4.5.2.f: Identify line-symmetric figures, and draw lines of symmetry
4.6 Students explore concepts and practical applications of units, geometrical constructions, and measurements of plane and geometric shapes and space.
4.6.1 Measure or sketch angles in whole-number degrees using a protractor
4.6.1 Measure or sketch angles in whole-number degrees using a protractor
4.6.1.a: Measure and draw a specified angle using a protractor
4.6.1.a: Measure and draw a specified angle using a protractor
4.6.1.b: Sketch a specified angle without the use of a protractor
4.6.1.b: Sketch a specified angle without the use of a protractor
4.6.1.c: Recognize angle measure as additive (i.e., when an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts)
4.6.1.c: Recognize angle measure as additive (i.e., when an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts)
4.6.1.d: Solve addition and subtraction problems to find unknown angles on a diagram in real-world and mathematical problems (e.g., by using an equation with a symbol for the unknown angle measure)
4.6.1.d: Solve addition and subtraction problems to find unknown angles on a diagram in real-world and mathematical problems (e.g., by using an equation with a symbol for the unknown angle measure)
4.6.2 Recognize area as an attribute of plane figures, and understand concepts of area measurement
4.6.2 Recognize area as an attribute of plane figures, and understand concepts of area measurement
4.6.2.a: Describe a unit square as a square with side length 1 unit to have one square unit of area
4.6.2.a: Describe a unit square as a square with side length 1 unit to have one square unit of area
4.6.2.b: Recognize that a plane figure, which can be covered without gaps or overlaps by n unit squares, is said to have an area of n square units
4.6.2.b: Recognize that a plane figure, which can be covered without gaps or overlaps by n unit squares, is said to have an area of n square units
4.6.2.c: Apply the area and perimeter formulas for rectangles in real-world and mathematical problems (e.g., find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor)
Perimeter
Area
Area and perimeter
4.6.2.c: Apply the area and perimeter formulas for rectangles in real-world and mathematical problems (e.g., find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor)
Perimeter
Area
Area and perimeter
4.6.3 Solve problems involving measurement and conversion of measurements within a single system of measurement, and from a larger unit to a smaller unit
4.6.3 Solve problems involving measurement and conversion of measurements within a single system of measurement, and from a larger unit to a smaller unit
4.6.3.a: Determine relative sizes of measurement units within one system of units (including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec)
4.6.3.a: Determine relative sizes of measurement units within one system of units (including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec)
4.6.3.b: Express measurements in a larger unit in terms of a smaller unit, using a single system of measurement
4.6.3.b: Express measurements in a larger unit in terms of a smaller unit, using a single system of measurement
4.6.3.c: Record measurement equivalents in a two-column table (e.g., know that 1 ft is 12 times as long as 1 in, and express the length of a 4 ft snake as 48 in)
4.6.3.c: Record measurement equivalents in a two-column table (e.g., know that 1 ft is 12 times as long as 1 in, and express the length of a 4 ft snake as 48 in)
4.6.3.d: Generate a conversion table for feet and inches listing the number pairs (e.g., [1, 12], [2, 24], or [3, 36])
4.6.3.d: Generate a conversion table for feet and inches listing the number pairs (e.g., [1, 12], [2, 24], or [3, 36])
4.6.3.e: Solve word problems involving distances, liquid volumes, masses of objects, and money, using the four operations, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit
4.6.3.e: Solve word problems involving distances, liquid volumes, masses of objects, and money, using the four operations, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit
4.6.3.f: Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale
4.6.3.f: Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale
4.6.4 Measure and estimate intervals of time, and relate them to appropriate events
4.6.4 Measure and estimate intervals of time, and relate them to appropriate events
4.6.4.a: Tell and write time
4.6.4.a: Tell and write time
4.6.4.b: Measure time intervals, and relate them to appropriate events
4.6.4.b: Measure time intervals, and relate them to appropriate events
4.6.4.c: Use the four operations to solve word problems involving intervals of time in various units (e.g., seconds, hours, days, weeks, months, years)
4.6.4.c: Use the four operations to solve word problems involving intervals of time in various units (e.g., seconds, hours, days, weeks, months, years)
7-8
Data Analysis, Statistics, and Probability
4.7 Students demonstrate statistical thinking and apply statistical methods to collect, organize, analyze, display, and make inferences based on data.
4.7.1 Analyze outcomes of simple experiments using charts and tables, and make a line plot to display a data set of measurements in fractions of a unit
4.7.1 Analyze outcomes of simple experiments using charts and tables, and make a line plot to display a data set of measurements in fractions of a unit
4.7.1.a: Collect data through a simple experiment (e.g., survey); organize data using pictographs, tables, charts, and bar graphs; and analyze, compare, interpret, and discuss outcomes
4.7.1.a: Collect data through a simple experiment (e.g., survey); organize data using pictographs, tables, charts, and bar graphs; and analyze, compare, interpret, and discuss outcomes
4.7.1.b: Make a line plot to display a data set of measurements, in fractions of a unit (1/2, 1/4, 1/8), and use the line plot to find and interpret specific information about the data
4.7.1.b: Make a line plot to display a data set of measurements, in fractions of a unit (1/2, 1/4, 1/8), and use the line plot to find and interpret specific information about the data
4.7.1.c: Solve problems involving addition and subtraction of fractions by using information presented in line plots (e.g., the difference in lengths between the longest and shortest specimens in an insect collection)
4.7.1.c: Solve problems involving addition and subtraction of fractions by using information presented in line plots (e.g., the difference in lengths between the longest and shortest specimens in an insect collection)
4.8 Students use concepts of chance and probability to explain outcomes of real-life situations.
4.8.1 Represent in an organized way all possible outcomes for a simple probability situation
4.8.1 Represent in an organized way all possible outcomes for a simple probability situation
4.8.1.a: List all possible outcomes of a simple experiment
4.8.1.a: List all possible outcomes of a simple experiment
4.8.1.b: Determine the outcomes of a simple event in a clear and organized manner
4.8.1.b: Determine the outcomes of a simple event in a clear and organized manner
4.8.1.c: Collect data through a simple experiment (e.g., survey); organize data using tables, charts, and graphs or tree diagrams; and predict and draw conclusions about the data
4.8.1.c: Collect data through a simple experiment (e.g., survey); organize data using tables, charts, and graphs or tree diagrams; and predict and draw conclusions about the data