5th Grade Math Standards
Number, Number Sense and Operation Standards-pages
Geometry and Spatial Sense Standards-pages
Patterns, Functions, and Algebra Standards-page
Data Analysis and Probability Standards-page
Number, Number Sense and Daily Living Skills Personal-Social Occupational
Operations Standard Skills Preparation
Students demonstrate number
sense, including an
understanding of number
systems and operations and
how they relate to one another.
Students compute fluently and
make reasonable estimates
using paper and pencil,
1. Use models and visual Discuss the gas Have student Use models to
representation to develop the gauge in a car research average represent the grade
concept of ratio as part-to-part showing the sizes for parking or class’ job
and part-to-whole, and the amount of gas left spaces and the interests (number
concept of percent as part-to- in the tank. Show minimum number of who would like to
whole. different gas levels handicapped parking be nurses, teachers,
on the gauge and spaces needed and policemen, etc.).
have students the size in a lot. Compute pie charts,
covert that to (regular parking compute percents
percent and spaces are 9'x12' and and interpret results.
fraction ratios. handicapped spaces Identify how these
Have students find [3% of the total] groups can be
other situations in should be 15'x20) subdivided (by
everyday life that Using the school gender, by age, etc.).
shows amounts that parking lot, create
can be converted to parking spaces using
percents or ratios. models and
Divide students into
groups (e.g., month
of birthdays, color or
type of car, etc.).
compute ratios and
percents for each
2. Use various forms of “one” Have each student As a class make a Have students make
to demonstrate the bring in their list of all the a list of all the
equivalence of fractions; favorite recipe. different places you professionals that
e.g., 18 = 9 x 2 = 3 x Then explain that see fractions daily. would with fractions
24 12 2 4 they must make the daily in their jobs,
recipe for the entire Have students use and how frequently
class, and adjust baby books to each does so (higher
the amounts compare their foot vs. lower rate of
needed. Have size to height when usage) and for what
students discuss they were born and purpose.
how, compute the now. Compare the
ratio for each ratios (and use other
recipe (total vs. measures if
class size) – then available: head size,
reduce to least etc.).
3. Identify and generate Provide the class Have each student Class will look into
equivalent forms of fractions, with both circular choose their favorite different careers that
decimals and percents. and rectangular sports team and work nutrition and
foods (pizza, bring their win-loss eating correctly.
pie/cake, etc) of and other statistics Students will bring
equal area. Have (basketball: in nutritional labels
students divide freethrow and from their favorite
each into equal baskets ratios. foods and calculate
pieces for the class Compute from raw these statistics for
and compare using numbers (when the product vs. the
percents, decimals, given) into fractions, daily recommended
and fractions. decimals, and intake. Which of
percentages. Which these foods most
Have the students forms are most closely match the
participate when commonly reported, recommended diet
shopping by and why does the figures?
figuring out prices class think so?
of sale items, and
percentage of tax,
4. Round decimals to a given Have students Students measure the Have students
place value and round fractions round up figures on time it takes research the prices
(including mixed numbers) to a grocery or other classmates to run, of clothes, food,
the nearest half. shopping receipt to walk, or jog shoes or different
the nearest dollar. specified numbers of items related to their
How can this help laps around a track. careers. Imagine the
them in real life They record results students worked
(estimating in a table, convert there and received a
approximate costs measurements taken 10, 15, or 20%
to know if there in minutes and discount on these
was an error). seconds to tenths of items. Compute the
a minute, and then discounted total and
compare speeds then round to the
across participants nearest cent.
and across numbers
5. Recognize and identify Students are Class will play Plan a scenario
perfect squares and their roots. required to solve a around the world where a new
story problem to with square roots company increases
choose their house and perfect squares. its number of
address number. Students will draw customers by its
The space on the numbers and must square each day.
mailbox has 5 answer with the How many
spaces but it must correct square root customers would it
combine a 2 digit or square, and then have in a week? In a
square number and move that distance month?
a 3 digit square in 100 miles across a
number to form the world map or globe.
5 digit number.
What are the
that students arrive
6. Represent and compare Students will Create a version of Examine forms of
numbers less than 0 by record winter “Where in the world owing money, have
extending the number line and temperatures for a is Carmen a banker from the
using familiar applications; week, or record Sandiego?” using community come to
e.g., temperature, owing temperatures in latitude and class and give a
money. Alaska or a cold longitude as + and – presentation on bank
country. Class will from 0,0. Draw accounts and loans,
chart the cards with bouncing checks and
temperatures by positive/negative NS credit verses debit
day to compare and EW directions to cards. Examine
locations and also see who can return statements with
Fahrenheit and the closest in 10 these figures
Celsius. Students tries. indicated.
summer vs. winter
to compare above
and below 0 for the
Give the students a
set “budget” along
with a list of bills.
Have them subtract
all the bills (a
to represent this on
a number line.
7. Use commutative, Have students total Show students how Take salary and
associative, distributive, living expenses for to balance a bank divide by 12
identity and inverse properties one month. Then account by using months, then
to simplify and perform have students inverse operations to subtract out rent,
computations. group these items “check” the bank’s etc. to find out
accordingly: rent, results. Have monthly spending
utilities, food, students ask parents and divide for
clothing, etc. and if they do/do not weekly, daily. Then
recalculate the total have these types of do the inverse
of each group and accounts and why. operations to check
then sum the for accuracy.
groups. Have them
explain why the
overall total should
be the same. Use
these group totals
to form a budget.
8. Identify and use relationships Helping PTO or For Field Day, your Scenario: You are a
between operations to solve parent group plan class is responsible district
problems. Field Day. Buy for planning games administrator. You
hotdogs and buns for 1 hour. How have 174 students
for 357 students, many games will with disabilities in
and calculate you have, and then 4th –5th grade to
according to the how many supplies divide among 21
number in each (bats, balls, ropes, teachers. Twelve
grade at the school. streamers, etc.) will more enroll during
Calculate for those you need? week 1, and then
who may want 1 nine withdraw. How
vs. 2 hotdogs, plus do you keep these
teachers and staff. classes even?
How many extra
should be ordered
to “be safe?”
9. Use order of operations, Give students a list Give students a Have the students
including use of parentheses, to of groceries and guest list for a party. examine a pay stub
simplify numerical expressions. their prices. Then Include who is and compute the
provide students coming alone, who gross vs. net pay.
with a grocery list is unable to come, Use order of
and a note to go and who will bring operations to
shopping. Have friends. Have compute how
students write the students write an deductions are
operation for each equation for the list calculated.
item on the list using at least three
(especially for operations to
multiple items—5 compute the total
apples, 2 qts. of number. Use the
soda, etc.) to figure same guest list and
out how much include the types of
money they will food and drink each
spend. Students guest prefers
show how the total (vegetarian, diet
is computed drink, etc.) in order
according to the to decide how much
order of operations. to purchase of each.
10. Justify why fractions need Log exercise, Have students Have students log
common denominators to be sports training, TV, convert wireless cell volunteer time or
added or subtracted. telephone, or phone or Blackberry job visits’ start and
computer time each minutes to fractions stop times, then
day using minutes. and add together, calculate length of
Then convert into then calculate workday. Subtract
fractions of an hour weekly usage. out breaks or lunch
to compute weekly time. Or have
totals. Have them students log their
log other activities parents’ work times.
in fractions of
hours and compare
ease (reading, time
for hobbies, etc.)
11. Explain how place value is Students can add Have students log Have students go to
related to addition and varying weights of their results from a the nurse’s or a
subtraction of decimals; e.g., packages they wish gym class for speed, medical office and
0.2 + 0.14; the two tenths is to mail in tenths distance, etc. using get their weight
added to the one tenth because and hundredths, for measures in the from a digital scale.
they are both tenths. a total weight. tenths and Then add across the
Compare the price hundredths. Add up class. If they wore
of shipping these the totals across the shoes or heavy
separately vs. class). clothing, subtract
together (if going out a set number for
to the same each.
12. Use physical models, points Have students Have students track How much of a
of reference, and equivalent redesign the the amount of time newspaper is really
forms to add and subtract storage space in they spend in news—or is it
commonly used fractions with their bedrooms or various activities for advertisement?
like and unlike denominators in the classroom. a week (school, Have students
and decimals. Have them use sleeping, eating, measure and
diagrams and etc.). Have them estimate the total
compute the develop a pie chart area of a newspaper
fraction or decimal that represents this. page, excluding the
of how much space Then have students margins, used for
is needed for each develop a “dream advertising and
major item. day” use of time that express this as a
they consider ratio.
“perfect” and http://www.pbs.org/
represent this. teachersource/
13. Estimate the results of Each student logs Have students Have each student
computations involving whole the number of compute the changes pick one stock and
numbers, fractions and hours s/he sleeps in the population of chart the increase or
decimals, using a variety of over a week and students with decrease over the
strategies. computes a daily disabilities over the past 6 months. Find
average. Convert past several years the average loss or
that into a decimal (use IDEA’s report gain (see #6 under
or fraction of a day to Congress Probability) and
and estimate how http://www.ed.gov/ predict the next 6
many “days” they about/reports/annual/ months’ activity.
sleep each month osep/index.html).
and year. Compute the
Have students between years and
calculate the predict how much it
distance they walk is likely to change
or drive to school next year.
each day and use
that to estimate
their weekly and
Measurement Standard Daily Living Personal-Social Occupational
Skills Skills Preparation
Students estimate and measure to a required
degree of accuracy and precision by
selecting and using appropriate units, tools
1. Identify and select appropriate units to Have students Take the class Have students
measure angles; i.e., degrees. examine their outside and ask make a list of
range of if they know the careers that
peripheral degrees highly involve
vision. Have between the the use of
students stand ground and the angles and
on X on the side of the degrees
floor and mark building (or (contractor,
the end of another clear designer, etc).
vision on the example). Ask Bring levels and
both sides of students to plumb lines in
them. Measure prove that it’s to school and
the angle using 90 degrees have students
a protractor and without using a examine the
compare with protractor. school.
the definition Allow them to
for blindness work in teams Have students
and tunnel and use creative research one of
vision (200 or ideas to try to the careers
less) measure. Then including how
http://www.san have them they measure
diegoeye.com/o compare with angles and
phthalmologygl using a plumb degrees, and
ossary.cfm . line (if they what tools they
didn’t think of use to do so.
Examine how in this).
the past people
used the earth’s
2. Identify paths between points on a grid or Have students Pass out maps Have students
coordinate plane and compare the lengths of plan a trip to a of the write 3
the paths; e.g., shortest path, paths of equal city in the community to interview
length. United States – the class and questions for
and using a map assign a their school us
figure out the different drivers that
best way to location to each involve the
drive (highways of the students. route they take
and interstates). They must find to school. Have
Decide which the shortest path each student as
way would be walking, their bus driver
the fastest but shortest path one question
some alternate driving, and and then report
routes in case ofway most their answer
construction or commonly back to the
accidents. taken class.
(by parents or
from the school
to their assigned
find the exact
distance from A
to B – but be
able to show
why that isn’t
or buildings in
the way, etc).
3. Demonstrate and describe the differences Have students Put students Invite someone
between covering the faces (surface area) create different into groups of 2 from the post
and filling the interior (volume) of three- designs for and give each a office or form
dimensional objects. backyard sheet of paper. of packaging
swimming Each group business to
pools. Which must work speak in class.
shape would be together to Have them
the most construct a 3 explain linear
effective for a dimensional size and volume
backyard (not figure from this issues in
too big, but paper (box, packaging and
deep enough to cone, etc). After shipping and
swim in)? designed the why they use
Compare the figure will be the materials
different shapes filled with they do.
and the surface popcorn, and
area with the the group’s
volume to see shape that can
which one is the hold the most
most efficient. popcorn wins
discuss how the
same area could
4. Demonstrate understanding of the Students should Students will Students are
differences among linear units, square units pick a room in use volume to given different
and cubic units. their house and examine dimension
measure the emergency options for
dimensions to health issues: several office
bring into class. pints of blood cubicles and
They will lost, students get to
convert the dehydration, decide which
linear numbers etc. Given their they would
to compute wall size and weight, prefer.
or floor size (sq. how much is Dimensions
units) and then their total blood would be listed
room volume. volume? How linear, square
They will pick does height or units, and
new dimensions weight impact cubical units –
for their dream computation of students need to
room and blood volume? convert to one
examine how to be able to
small linear compare.
result in much
larger change in
5. a) Make simple unit conversions within a Look into gas Student will Students will
measurement system; e.g., inches to feet, prices in Europe measure their identify
kilograms to grams, quarts to gallons. or Canada and height and occupations for
5. b) Make conversions within the same the difference weight and which
measurement system while performing compared to the convert to measurements
computations. U.S. Students centimeters and are very
will report on kilograms. important.
that day’s gas Have students Discuss the
prices then make importance of
convert to liters conversions precise detail
to be able to with their and the impact
compare prices family members of being off by
with overseas. as well the smallest
What difference (immediate amount.
would it make family,
to their family’s grandparents, Students will
daily activity if aunt and uncle, investigate the
gas was that as many as Hubble
expensive? possible) and Telescope
see if there is a problem when
Students will pattern with U.S. NASA
compare height and scientists did
weather reports weight. not convert
in Canada and from metric to
convert Students will inches.
centigrade plan an
temperatures. emergency trip
to Canada or
Give the Europe. They
students a copy will develop a
of a recipe. “heath alert”
Explain that it checklist with
needs to be centigrade
doubled and temperature
that they must cautions for hot
figure out and and cold
convert the weather.
amount (cups to
6. Use strategies to develop formulas for Students will Have students As a class,
determining perimeter and area of triangles, measure their create blue students will
rectangles and parallelograms, and volume backyards or a prints for a tree work together
of rectangular prisms. local park and house. Measure to create a blue
figure out the to find the print of the
perimeter of all perimeter and school building.
the grass. draw it to scale. Measure the
Discuss using Have them different rooms
the lawnmower measure and and find the
to cut the grass draw in perimeter and
and how the windows and draw to scale on
perimeter will doors as well as the blueprint.
affect that. a roof. Divide different
Have students Have them use parts of the
separate areas unique window building to
of the yard and and door different groups
find the shapes, then of students and
perimeter then compute wall allow students
add parts to area, volume, to check each
each other to etc. others’ work
complete before the final
number. product is
7. Use benchmark angles (e.g.; 45º, 90º, Have students Have students Examine houses
120º) to estimate the measure of angles, and estimate the build different and buildings
use a tool to measure and draw angles. angles between degree ramps designed by
clock hands for and rings for Frank Lloyd
different times match box cars Wright
of the day. for them to play (Scottsdale,
with. AZ) Talliesen
Have students West, Falling
estimate the Visit or get Water (PA)
angles of the online Kentuck Knob
perimeters of information (PA) and
common road about a local compare his use
signs: STOP, giant of lines and
YIELD, etc. rollercoaster. angles with
Use benchmark other architects
angles to (ex. Frank
estimate the Gehry).
degrees of Experience
each—vertical Music Project
and horizontal (Seattle) or
Geometry and Spatial Sense Daily Living Personal-Social Skills Occupational
Standard Skills Preparation
Students identify, classify,
compare and analyze
characteristics, properties and
relationships of one-, two- and
figures and objects. Students
use spatial reasoning,
properties of geometric objects,
and transformations to analyze
mathematical situations and
1. Draw circles, and identify Examine Draw concentric Compare why some
and determine relationships household circles that represent farmers use circular
among the radius, diameter, storage for levels of social irrigation systems vs.
center and circumference; e.g., canned goods. relationships, place, linear systems.
radius is half the diameter, the How can you fit family, friends,
ratio of the circumference of a more in the acquaintances-explain
circle to its diameter is an space given the to others using radius
approximation of π. size and number distances.
Have the class work
together to design a
Identify the layout and
determine size, radius,
and arc of ramps.
2. Use standard language to Identify the best Students describe to Examine a diagram
describe line, segment, ray, seating in each other different of your city
angle, skew, parallel and classrooms, geometric figures developed by city
perpendicular. auditoriums, found in their home, planners. Examine
meeting rooms school, etc. for these elements to
for persons with maximize traffic
vision loss Give directions to a flow, pedestrians,
according to classmate using green space, etc.
sightlines (rays, geometric terms—do
line segments) they reach the correct
and parallel vs. destination?
3. Label vertex, rays, interior Explain how Students must draw a On a diagram, label
and exterior for an angle. rays and circles figure (as complex as how light travels in
are used in possible) then switch telescopes for
standard scales with a partner and astronomy-compute
for weighing. have them label the the angles as the
different geometric light is refracted
parts. through the
4. Describe and use properties Make a class Design a school so that Have students create
of congruent figures to solve quilt with each each class has a view a pattern to tile the
problems. student into a central lobby of a new
contributing one courtyard. Allow restaurant, shop,
part and students to use office, etc. Use
decorating it as irregular shapes. rotations and
they wish. Use reflections of
each student’s congruent figures
preferred shape (see Esc her designs
to create a class http://www.
plan for the etropolis.com/escher/
quilt. (use a
5. Use physical models to Go to a store and Examine the Fit cubicles into
determine the sum of the each student find Biosphere2 (Oracle office space-whose
interior angles of triangles and 10 examples of A2) for geometric design fits the most
quadrilaterals. triangles or shapes and why this people? Compute
quadrilaterals. was done. angles of cubicles.
Explain how www.bio2.com/ Visit an office at
they are school or in the
packaged, stored community and
and displayed. compare their
Examine the arrangement.
6. Extend understanding of Compare X, Y Play “battleship” or Choose a local job or
coordinate system to include coordinates to other games using business and get
points whose x or y values may longitude and coordinates. Or create economic
be negative numbers. latitude on maps a version of “Where in information from a
and globes. Have the world is Carmen local or state
students find Sandiego?” and move website: plot growth
their own city’s students between and decline over the
location and locations using past several months
those of their coordinates. or years on the x and
relatives. y axis.
7. Understand that the measure Have students Have each student Compare jobs that
of an angle is determined by trace one of their
take pictures of use short angles
the degree of rotation of an hands on a piece of
trees at home, at (laser surgery) with
angle side rather than the paper with their
school, or local long rays of angles
length of either side. parks. Computefingers spread apart. (telescopes).
the angles of Measure the largest Compare the size of
various tree and smallest angles angles.
branches, between any 2 fingers
regardless of and compare
their length. differences by gender.
Discuss how finger
length does not impact
8. Predict what three- Using activity #1 Examine floor plans Compare 2-D city
dimensional object will result above, develop and pictures of the planning maps with
from folding a two-dimensional both 2-D and 3- U.S. Capitol. Divide 3-D CAD-CAM
net, then confirm the prediction D representa- into small groups and representations and
by folding the net. tions of kitchen choose 1 aspect to views. Use the 2-D
and food storage. develop as a 3-D versions to try to
model. Then rate the predict the 3-D
Have students U.S. capitol virtual images—how
imagine they are tour and compare. accurate is it?
visiting Aruba www.senate.gov/vtour/
on vacation. Have your partner
Have them view view your same site,
one area on the and you view his/hers.
360 degree Then compare your
virtual tour, then maps and view the site
have each draw a again if needed.
2-D map of that
area. Check the
3-D version to
confirm (or have
a peer check).
Patterns, Functions and Algebra Daily Living Skills Personal-Social Occupational
Standard Skills Preparation
Students use patterns, relations and
functions to model, represent and
analyze problem situations that
involve variable quantities. Students
analyze, model and solve problems
using various representations such
as tables, graphs and equations.
1. Justify a general rule for a pattern Students will Have students Have students
or a function by using physical compare the examine growth in choose one
materials, visual representations, measurement of their old vs new career of
words, tables or graphs. arm span and their accommodations, interest and
height, and compare or wired vs. cell then compare
this across the class phones: compare employment
http://www.pbs.org/ growth of one with opportunities
teachersource/ a decline in the locally,
mathline/lesson other. regionally,
heights/newheights Students are given nationally:
_procedure.shtm . list of names of which would
class members that be the best
has been location for
reorganized. They this career?.
must determine the
pattern of the list
and who might
come next (name
starting with a
male or female,
2. Use calculators or computers to Have students Have students Compare two
develop patterns, and generalize calculate how many choose a sports workers, one
them using tables and graphs. times they can team or an athlete working at
bounce a tennis ball to follow. Collect minimum
and create a graph: their performance wage and one
http://illuminations. scores and graph working for
nctm.org/Lesson these. Compare $1.00 more.
Detail.aspx?ID=L246 teams and athletes. Compute how
Have students many hours it
explain other would take
qualities that they each worker
admire about these to earn
3. Use variables as unknown Have students use Have students Have students
quantities in general rules when formulas to compute examine Olympic use formulas
describing patterns and other unit prices for athletes and use to compute
relationships. utilities from the formulas to net wages
bills. How do the compute their speed from gross
rates compare across using distance = wages.
classmates? time x speed.
4. Create and interpret the meaning Have students Students will Students will
of equations and inequalities compute how long it compute how to use a formula
representing problem situations. would take them to compile to compute
earn money for an compounded weekly
object they wish to savings interest. earnings
purchase given a They will then given a
specific weekly compare $500 of specific
allowance. money invested at hourly wage
the current and an annual
interest rate and Which is
simple interest rate. larger?
5. Model problems with physical Students comparison Students compare Present #4’s
materials and visual representations, shop for an item they plans for cell data on salary
and use models, graphs and tables to wish to purchase phones using table vs. hourly
draw conclusions and make using local and and graphic data: wage using
predictions. online stores. which is the better tables and
Compare information plan? graphs. Ask
on price, model, http://www.pbs.org/ for peer
features, and other teachersource/ feedback on
class-determined mathline/lesson the preferred
criteria. plans/atmp/call/call method.
6. Describe how the quantitative Have students Students compare Students are
change in a variable affects the value compare rate of their own height given a rate of
of a related variable; e.g., describe growth across their and weight to pay increase
how the rate of growth varies over current lifespan. standard growth over time (see
time, based upon data in a table or Examine rates for charts to find their #4). Compare
graph. toddlers vs. “normative” a raise of
adolescents and at positive. Use that $1.00 per
other times. Discuss to predict their hour vs. a
the variables that future height and raise of 20%.
affect growth rates, growth. Compare this
including genetic with general
patterns. inflation rates.
Data Analysis and Daily Living Skills Personal-Social Occupational
Probability Standard Skills Preparation
Students pose questions and
collect, organize, represent,
interpret and analyze data to
answer those questions.
Students develop and evaluate
inferences, predictions and
arguments that are based on
1. Read, construct and Have students find Have students Have students graph
interpret frequency tables, data on their conduct an interview the frequency of
circle graphs and line graphs. appliance’s energy about an issue at career choice
usage—find on the school, in their preferences across
internet or from community, or about their grade or school.
owners’ manuals. educational or Compare this with
Compare across communication national job
models within the methods. Collect the percentages (see
class. results and present Bureau of Labor
as a table or as a Statistics:
graph—ask which is www.bls.gov ).
clearer to their
2. Select and use a graph that Have students Have students Have students
is appropriate for the type of compare types of compare data on compare local vs.
data to be displayed; e.g., graphs to display racial diversity of state or regional
numerical vs. categorical data, utility bill the school, gender, salaries for specific
discrete vs. continuous data. information. and other issues. jobs. Compare to
Identify graphs or Compare with other local vs. state cost of
tables that are schools. living.
presented with some
3. Read and interpret Compare voting Have students Determine number
increasingly complex displays results across examine bar graphs of jobs available in a
of data, such as double bar several issues by of their academic specific field and
graphs. comparing results testing data across those that are filled
by Democrats and several grades and (e.g., IDEA’s
Republicans. for several subjects. teacher and staff
Compare state vs. How well did their data:
local results. school do? http://www.ed.gov/
4. Determine appropriate data Have students Identify a problem Have students
to be collected to answer determine as a class on keeping friends, identify the key
questions posed by students or something they wish solving arguments, criteria they would
teacher, collect and display to purchase, or an or improving self- use to make a
data, and clearly communicate issue of concern esteem. Develop a decision about a
findings. (high gas prices). survey to ask others career. Once these
Have students how they solve these are identified for the
identify the problems or address class, have students
important criteria to these issues. find this information
include in making a Present the results to and present it for
decision or coming others in the school. each of the careers
to a conclusion. of interest.
Develop a list of
questions as a class
and do the
shops. Present the
5. Modify initial conclusions, Use #4 above to Use #4 above to Use #4 above to
propose and justify new justify justify justify
interpretations and predictions interpretations. interpretations. interpretations.
as additional data are Collect additional Collect additional Collect additional
collected. information as information as information as
needed. needed. needed.
6. Determine and use the Over a period of For #2 or 3 above, Compute these
range, mean, median and three months, have students statistics for
mode, and explain what each compare data for compute mean, numerical variables
does and does not indicate particular utility median, and mode, for careers (see #4
about the set of data. bills, comparing plus range. above).
median and mode.
7. List and explain all possible Have students Discuss taking When applying for a
outcomes in a given situation. examine daily multiple choice tests job, have students
weather. Discuss all or true-false tests identify the factors
of the possibilities just be probability the increase the
in comparison to the alone. What are the possibility of
daily weather possible outcomes positive outcomes?
forecasts and for a test with 10
8. Identify the probability of Have students flip Have students roll a Have students
events within a simple coins to identify the dice and graph the interview
experiment, such as three probability of results across the meteorologists to
chances out of eight. having 3 girls or 3 class. Compute the explain how they use
boys in a family. probabilities and probabilities in their
compare with class work, and what these
results. predictions mean.
9. Use 0, 1 and ratios between Have students Have students Have students
0 and 1 to represent the compute the compute the compute weather
probability of outcomes for an probabilities in #8 probabilities in #8 to predictions using
event, and associate the ratio to a decimal and a decimal and ratios and
with the likelihood of the percentage form. percentage form. probabilities.
10. Compare what should Have students Have students Have students
happen (theoretical/expected examine a health compare the dice compare weather
results) with what did happen issue and their experiment in #8. predictions with
(experimental/actual results) likelihood of getting Try having each actual weather. How
in a simple experiment. something (e.g., the student roll 2 die. often did the
flu). Track their meteorologists get
health during this their predicted
time to compare outcomes?
predicted rates with
actual class rates.
11. Make predictions based on Have students From data on the Have students
experimental and theoretical examine increases number of students discuss the change to
probabilities. in gas or utility bills with disabilities, an internet and
over the past 2 have students predict information society.
years, and then use next year’s number Have students
these data to predict of students (use predict how this has
changes over the IDEA’s report to impacted job sector
next year. Or use Congress growth and change.
the prior 3 years and http://www.ed.gov/ Then compare with
predict, using this about/reports/annual/ national statistics
year’s data to osep/index.html). over the past few
confirm or modify years (www.bls.gov)