American Samoa College and Career Ready Standards: Grade 5
Skills available for American Samoa fifth-grade math standards
Strand
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1-2
Number Sense, Properties, and Operations
5.1 Students investigate numbers, ways of representing numbers, relationships among numbers, and number systems.
5.1.1 Recognize and categorize the place value system, and use it to compare and round decimals
5.1.1 Recognize and categorize the place value system, and use it to compare and round decimals
5.1.1.a: Recognize and 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
5.1.1.a: Recognize and 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
5.1.1.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])
Base-ten numerals
Number names
Expanded form
5.1.1.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])
Base-ten numerals
Number names
Expanded form
5.1.1.c: Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons
5.1.1.c: Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons
5.1.1.d: Round decimals to any place using place value understanding
5.1.1.d: Round decimals to any place using place value understanding
5.1.2 Explore properties and patterns in using powers of 10
5.1.2 Explore properties and patterns in using powers of 10
5.1.2.a: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10
5.1.2.a: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10
5.1.2.b: Explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10
Multiplication
Division
Multiplication and division
5.1.2.b: Explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10
Multiplication
Division
Multiplication and division
5.1.2.c: Express powers of 10 using whole-number exponents
5.1.2.c: Express powers of 10 using whole-number exponents
5.2 Students perform mathematical operations and determine how they relate to one another.
5.2.1 Perform operations with multidigit whole numbers and with decimals (to hundredths)
5.2.1 Perform operations with multidigit whole numbers and with decimals (to hundredths)
5.2.1.a: Multiply multidigit whole numbers using the standard algorithm
Multiply by 1-digit numbers
Multiply by 2-digit numbers
Multiply by 3-digit numbers
5.2.1.a: Multiply multidigit whole numbers using the standard algorithm
Multiply by 1-digit numbers
Multiply by 2-digit numbers
Multiply by 3-digit numbers
5.2.1.b: Find whole-number quotients of whole numbers with up to 4-digit dividends and 2-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division
2-digit and 3-digit dividends
4-digit dividends
Strategies
5.2.1.b: Find whole-number quotients of whole numbers with up to 4-digit dividends and 2-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division
2-digit and 3-digit dividends
4-digit dividends
Strategies
5.2.1.c: Illustrate and explain the above calculation using arrays or area models
5.2.1.c: Illustrate and explain the above calculation using arrays or area models
5.2.1.d: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method; and explain the reasoning used
Estimate decimal operations
Add and subtract decimals
Multiply decimals and whole numbers
Multiply two decimals
Divide decimals
Mixed operations
5.2.1.d: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method; and explain the reasoning used
Estimate decimal operations
Add and subtract decimals
Multiply decimals and whole numbers
Multiply two decimals
Divide decimals
Mixed operations
5.2.1.e: Divide decimals (up to hundredths) by a whole number using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction
5.2.1.e: Divide decimals (up to hundredths) by a whole number using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction
5.2.2 Apply and extend previous understandings of multiplication to multiply fractions and division to divide fractions or whole numbers by a fraction
5.2.2 Apply and extend previous understandings of multiplication to multiply fractions and division to divide fractions or whole numbers by a fraction
5.2.2.a: Interpret the product (a/b) × q as a part of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b using a fraction model; and in general, (a/b) × (c/d) = ac/bd (e.g., [2/3] × 4 = 8/3 and [2/3] × [4/5] = 8/15)
Multiply fractions by whole numbers
Multiply two fractions
Multiply mixed numbers
5.2.2.a: Interpret the product (a/b) × q as a part of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b using a fraction model; and in general, (a/b) × (c/d) = ac/bd (e.g., [2/3] × 4 = 8/3 and [2/3] × [4/5] = 8/15)
Multiply fractions by whole numbers
Multiply two fractions
Multiply mixed numbers
5.2.2.b: Create a story context for the products (a/b) × q and a × q ÷ b
5.2.2.b: Create a story context for the products (a/b) × q and a × q ÷ b
5.2.2.c: Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths; show that the area is the same as would be found by multiplying the side lengths; multiply fractional side lengths to find areas of rectangles; and represent fraction products as rectangular areas
Multiply fractions with models
Area
5.2.2.c: Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths; show that the area is the same as would be found by multiplying the side lengths; multiply fractional side lengths to find areas of rectangles; and represent fraction products as rectangular areas
Multiply fractions with models
Area
5.2.2.d: Interpret multiplication as scaling (resizing) and fraction as division of the numerator by the denominator (a/b=a/b)
5.2.2.d: Interpret multiplication as scaling (resizing) and fraction as division of the numerator by the denominator (a/b=a/b)
5.2.2.e: Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, by using visual fraction models or equations to represent the problem (e.g., interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4)
5.2.2.e: Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, by using visual fraction models or equations to represent the problem (e.g., interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4)
5.2.2.f: Compare the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication
5.2.2.f: Compare the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication
5.2.2.g: Explain why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (i.e., recognize multiplication by whole numbers greater than 1 as a familiar case)
5.2.2.g: Explain why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (i.e., recognize multiplication by whole numbers greater than 1 as a familiar case)
5.2.2.h: Explain why multiplying a given number by a fraction less than 1 results in a product smaller than the given number, and relate the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1
5.2.2.h: Explain why multiplying a given number by a fraction less than 1 results in a product smaller than the given number, and relate the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1
5.2.2.i: Solve real-world problems involving multiplication of fractions and mixed numbers (e.g., using visual fraction models or equations to represent the problem)
Fractions
Mixed numbers
5.2.2.i: Solve real-world problems involving multiplication of fractions and mixed numbers (e.g., using visual fraction models or equations to represent the problem)
Fractions
Mixed numbers
5.2.3 Use equivalent fractions as a strategy to add and subtract fractions
5.2.3 Use equivalent fractions as a strategy to add and subtract fractions
5.2.3.a: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators; in general, a/b + c/d = (ad + bc)/bd (e.g., 2/3 + 5/4 = 8/12 + 15/12 = 23/12)
Add fractions
Subtract fractions
Add and subtract fractions
Add and subtract mixed numbers
5.2.3.a: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators; in general, a/b + c/d = (ad + bc)/bd (e.g., 2/3 + 5/4 = 8/12 + 15/12 = 23/12)
Add fractions
Subtract fractions
Add and subtract fractions
Add and subtract mixed numbers
5.2.3.b: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators. Apply these strategies were appropriate (e.g., by using visual fraction models or equations to represent the problem.)
Like denominators
Unlike denominators
5.2.3.b: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators. Apply these strategies were appropriate (e.g., by using visual fraction models or equations to represent the problem.)
Like denominators
Unlike denominators
5.2.3.c: Estimate mentally any addition or subtraction involving fractions, and assess the reasonableness of the answers (e.g., recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2)
5.2.3.c: Estimate mentally any addition or subtraction involving fractions, and assess the reasonableness of the answers (e.g., recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2)
5.2.4 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions
5.2.4 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions
5.2.4.a: Interpret division of a unit fraction by a nonzero whole number, and compute such quotients (e.g., create a story context for [1/3] ÷ 4; use a visual fraction model to show the quotient; and use the relationship between multiplication and division to explain that [1/3] ÷ 4 = 1/12 because [1/12] × 4 = 1/3)
5.2.4.a: Interpret division of a unit fraction by a nonzero whole number, and compute such quotients (e.g., create a story context for [1/3] ÷ 4; use a visual fraction model to show the quotient; and use the relationship between multiplication and division to explain that [1/3] ÷ 4 = 1/12 because [1/12] × 4 = 1/3)
5.2.4.b: Interpret division of a whole number by a unit fraction, and compute such quotients (e.g., create a story context for 4 ÷ [1/5], and use a visual fraction model to show the quotient, and use the relationship between multiplication and division to explain that 4 ÷ [1/5] = 20 because 20 × [1/5] = 4)
Divide whole numbers by unit fractions
Divide unit fractions and whole numbers
5.2.4.b: Interpret division of a whole number by a unit fraction, and compute such quotients (e.g., create a story context for 4 ÷ [1/5], and use a visual fraction model to show the quotient, and use the relationship between multiplication and division to explain that 4 ÷ [1/5] = 20 because 20 × [1/5] = 4)
Divide whole numbers by unit fractions
Divide unit fractions and whole numbers
5.2.4.c: Solve real-world problems involving division of unit fractions by nonzero whole numbers and division of whole numbers by unit fractions, using visual fraction models and equations to represent the problem (e.g., how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3 cup servings are in 2 cups of raisins?)
5.2.4.c: Solve real-world problems involving division of unit fractions by nonzero whole numbers and division of whole numbers by unit fractions, using visual fraction models and equations to represent the problem (e.g., how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3 cup servings are in 2 cups of raisins?)
3-4
Patterns, Algebra, and Functions
5.3 Students investigate patterns, functions and quantitative relationships and apply that knowledge to modeling, analyzing or solving mathematical and real-word problems.
5.3.1 Generate and analyze a pair of patterns, and graph them on a coordinate plane
5.3.1 Generate and analyze a pair of patterns, and graph them on a coordinate plane
5.3.1.a: Generate two numerical patterns using two given rules
5.3.1.a: Generate two numerical patterns using two given rules
5.3.1.b: Identify apparent relationships between corresponding terms
5.3.1.b: Identify apparent relationships between corresponding terms
5.3.1.c: Form ordered pairs consisting of corresponding terms from the two patterns, graph the ordered pairs on a coordinate plane, and explain (e.g., given the rule "Add 3" and the starting number 0, and given the rule "Add 6" and the starting number 0, generate terms in the resulting sequences; observe that the terms in one sequence are twice the corresponding terms in the other sequence; and explain informally why this is so)
5.3.1.c: Form ordered pairs consisting of corresponding terms from the two patterns, graph the ordered pairs on a coordinate plane, and explain (e.g., given the rule "Add 3" and the starting number 0, and given the rule "Add 6" and the starting number 0, generate terms in the resulting sequences; observe that the terms in one sequence are twice the corresponding terms in the other sequence; and explain informally why this is so)
5.3.2 Solve real-world mathematical problems by graphing points on the coordinate plane
5.3.2 Solve real-world mathematical problems by graphing points on the coordinate plane
5.3.2.a: Define a coordinate system using a pair of perpendicular lines (axes) that intersect at the origin
5.3.2.a: Define a coordinate system using a pair of perpendicular lines (axes) that intersect at the origin
5.3.2.b: Use the convention that the names of the two axes and the coordinates correspond to determine the x- and y-coordinates and their respective distance from the origin
5.3.2.b: Use the convention that the names of the two axes and the coordinates correspond to determine the x- and y-coordinates and their respective distance from the origin
5.3.2.c: Write and determine a number pair for a point, and locate the point for a given number pair, and use a grid map with given locations and directions (i.e., students identify ordered pairs)
5.3.2.c: Write and determine a number pair for a point, and locate the point for a given number pair, and use a grid map with given locations and directions (i.e., students identify ordered pairs)
5.3.2.d: Represent real-world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation
5.3.2.d: Represent real-world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation
5.3.2.e: State how far the first number is from the origin in the direction of one axis, and how far the second number is from the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate)
5.3.2.e: State how far the first number is from the origin in the direction of one axis, and how far the second number is from the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate)
5.4 Students use symbolic forms, operations, and properties to represent, model, solve, and analyze mathematical situations and structures.
5.4.1 Use variables to explain how one quantity changes as a function of another
5.4.1 Use variables to explain how one quantity changes as a function of another
5.4.1.a: Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale
5.4.1.a: Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale
5.4.1.b: Apply rules using functions and create relevant function tables
5.4.1.b: Apply rules using functions and create relevant function tables
5.4.2 Write and interpret numerical expressions
5.4.2 Write and interpret numerical expressions
5.4.2.a: Evaluate expressions involving parentheses, brackets, or braces in numerical expression
5.4.2.a: Evaluate expressions involving parentheses, brackets, or braces in numerical expression
5.4.2.b: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them (e.g., express the calculation "add 8 and 7, then multiply by 2" as 2 × [8 + 7], and recognize that 3 × [18932 + 921] is three times as large as 18932 + 921, without having to calculate the indicated sum or product)
5.4.2.b: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them (e.g., express the calculation "add 8 and 7, then multiply by 2" as 2 × [8 + 7], and recognize that 3 × [18932 + 921] is three times as large as 18932 + 921, without having to calculate the indicated sum or product)
5-6
Measurement, Geometry, and Spatial Sense
5.5 Students explore properties, relationships, and transformations of shapes and space using coordinate geometry and other representational systems.
5.5.1 Draw and identify lines and angles, and classify shapes by properties of their lines and angles
5.5.1 Draw and identify lines and angles, and classify shapes by properties of their lines and angles
5.5.1.a: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines, and identify these in 2-D figures
5.5.1.a: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines, and identify these in 2-D figures
5.5.1.b: 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; recognize right triangles as a category; and identify right triangles
Triangles
Quadrilaterals
5.5.1.b: 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; recognize right triangles as a category; and identify right triangles
Triangles
Quadrilaterals
5.5.2 Identify and draw lines of symmetries, and classify 2-D figures into categories based on their properties
5.5.2 Identify and draw lines of symmetries, and classify 2-D figures into categories based on their properties
5.5.2.a: Recognize and identify line-symmetric figures, and draw lines of symmetry for a 2-D figure as a line across that figure such that the figure can be folded along the line into matching parts
5.5.2.a: Recognize and identify line-symmetric figures, and draw lines of symmetry for a 2-D figure as a line across that figure such that the figure can be folded along the line into matching parts
5.5.2.b: Define properties of spheres, cubes, cones, pyramids, cylinders, and polygons
5.5.2.b: Define properties of spheres, cubes, cones, pyramids, cylinders, and polygons
5.5.2.c: Create models by using cut out shapes already learned, and explain using the names of shapes
5.5.2.c: Create models by using cut out shapes already learned, and explain using the names of shapes
5.5.2.d: Create different models using origami
5.5.2.d: Create different models using origami
5.5.2.e: Classify 2-D figures in a hierarchy based on properties, and discuss
5.5.2.e: Classify 2-D figures in a hierarchy based on properties, and discuss
5.6 Students explore concepts and practical applications of units, geometrical constructions, and measurements of plane and geometric shapes and space.
5.6.1 Convert like measurement units within a given measurement system
5.6.1 Convert like measurement units within a given measurement system
5.6.1.a: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m)
Customary units
Metric units
5.6.1.a: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m)
Customary units
Metric units
5.6.1.b: Solve multistep, real-world problems, involving measurements and unit conversions
5.6.1.b: Solve multistep, real-world problems, involving measurements and unit conversions
5.6.2 Recognize area and perimeter as attributes of plane figures and volume as an attribute of solid figures, and explain concepts of area, perimeter, and volume measurements
5.6.2 Recognize area and perimeter as attributes of plane figures and volume as an attribute of solid figures, and explain concepts of area, perimeter, and volume measurements
5.6.2.a: 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 length and area of the flooring)
5.6.2.a: 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 length and area of the flooring)
5.6.2.b: 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)
5.6.2.b: 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)
5.6.2.c: Explain a unit cube as one-cube unit of volume of side length 1 unit
5.6.2.c: Explain a unit cube as one-cube unit of volume of side length 1 unit
5.6.2.d: Measure volumes by counting unit cubes using cubic cm, cubic m, and cubic ft and improvised units
5.6.2.d: Measure volumes by counting unit cubes using cubic cm, cubic m, and cubic ft and improvised units
5.6.3 Relate volume to the operations of multiplication and addition, and solve real-world and mathematical problems involving volume
5.6.3 Relate volume to the operations of multiplication and addition, and solve real-world and mathematical problems involving volume
5.6.3.a: Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base
5.6.3.a: Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base
5.6.3.b: Represent threefold whole-number products as volumes (e.g., to represent the associative property of multiplication)
5.6.3.b: Represent threefold whole-number products as volumes (e.g., to represent the associative property of multiplication)
5.6.3.c: Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real-world and mathematical problems
5.6.3.c: Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real-world and mathematical problems
5.6.3.d: (E) Recognize volume as additive, find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, and apply this technique to solve real-world problems
5.6.3.d: (E) Recognize volume as additive, find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, and apply this technique to solve real-world problems
7-8
Data Analysis, Statistics, and Probability
5.7 Students demonstrate statistical thinking and apply statistical methods to collect, organize, analyze, display, and make inferences based on data.
5.7.1 Collect, organize, read, and display a data set of measurements in charts, graphs, and tables
5.7.1 Collect, organize, read, and display a data set of measurements in charts, graphs, and tables
5.7.1.a: Represent, compare, and interpret a set of data using tables, charts, and graphs (e.g., line, circle, bar graph) to represent, compare, and interpret a set of data
Line graphs
Bar graphs
Circle graphs
5.7.1.a: Represent, compare, and interpret a set of data using tables, charts, and graphs (e.g., line, circle, bar graph) to represent, compare, and interpret a set of data
Line graphs
Bar graphs
Circle graphs
5.7.1.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 (e.g., given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers was redistributed equally)
5.7.1.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 (e.g., given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers was redistributed equally)
5.8 Students use concepts of chance and probability to explain outcomes of real-life situations.
5.8.1 Conduct simple experiments where probabilities of all outcomes are equal
5.8.1 Conduct simple experiments where probabilities of all outcomes are equal
5.8.1.a: List all possible outcomes, and explain reasoning
5.8.1.a: List all possible outcomes, and explain reasoning
5.8.1.b: Determine outcomes of a simple event in a clear and organized manner
5.8.1.b: Determine outcomes of a simple event in a clear and organized manner
5.8.1.c: Predict possible outcomes for similar experiments
5.8.1.c: Predict possible outcomes for similar experiments