· web viewchange the representation of numbers larger than one million given in decimal and...

Subject: Grade 6 Math, Number Strand

Outcome N6.1 – I can demonstrate understanding of place value greater than one million and less than one thousandth.

Beginning – 1I need help.

Approaching – 2I have a basic understanding.

Proficiency – 3My work consistently meets

expectations.

Mastery – 4I have a deeper understanding.

With assistance I can solve simple problems involving operations on quantities greater than one million and less than one thousandth.

I can solve simple problems involving operations on quantities greater than one million and less than one thousandth.

I can independently solve problems involving operations on quantites greater than one million and less than one thousandth.

I can explain how the pattern of the place value system makes it possible to read and write numerals for numbers of any magnitude.

Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Explain, concretely, pictorially, or orally, how numbers larger than one million found in mass media and other contexts are related to onle million

by referencing place value and/or extending concrete or pictorial representations. Change the representation of numbers larger than one million given in decimal and word form to place value form and vice versa. Explain, concretely, pictorially, or orally, how numbers smaller than one thousandth found in mass media and other contexts are related to one

thousandth by referencing place value and/or extending concrete or pictorial representations. Explain how the pattern of the place value system makes it possible to read and write numerals for numbers of any magnitude. Solve situational questions involving operations on quantities larger than one million or smaller than one thousandth. Estimate the solution to a situational question, without the use of technology, involving operations on quantities larger than one million or

smaller than one thousandth and explain the strategies used to determine the estimate.

Refer to Saskatchewan Curriculum Guide Grade 6 Mathematics.

http://www.curriculum.gov.sk.ca/index.jsp?view=indicators&lang=en&subj=mathematics&level=6


Outcome N6.2 – I can demonstrate understanding of factors and multiples.




expecations.


With assistance I can determine prime factors or multiples of basic numbers.With assistance I can relate factors or multiples to multiplication or division.With assistance I can determine simple prime or composite numbers.

I can determine prime factors or multiples of basic numbers.I can relate factors or multiples to multiplication or division.I can determine simple prime or composite numbers.

I can independently determine the prime factors and multiples of a whole number less than 100.I can independently relate factors and multiples to multiplication and division.I can independently determine prime and composite numbers.

I can explain strategies used to find multiples and factors.I can explain how factors and multiples relate to multiplication and division.I can explain why a number is prime or composite.

Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Determine the whole-numbered dimensions of all rectangular regions with a given whole-numbered area and explain how those dimensions are

related to the factors of the whole number. Represent a set of whole-numbered multiples for a given quantity concretely, pictorially, or symbolically and explain the strategy used to create the

representation. Solve situational questions involving factors, multiples, and prime factors. Analyze two whole numbers for their common factors. Analyze two whole numbers to determine at least one multiple that is common to both. Explain how skip counting and multiples are related. Explain why 0 and 1 are neither prime nor composite. Analyze a whole number to determine if it is a prime number or composite and explain the reasoning. Determine the prime factors of a whole number and explain the strategy used to determine the factors. Explain how the composite factors of a whole number can be determined from the prime factors of the whole number and vice versa.


http://www.curriculum.gov.sk.ca/index.jsp?view=indicators&lang=en&subj=mathematics&level=6&outcome=1.2


Outcome N6.3 – I can demonstrate understanding of the order of operations on whole numbers.




expectations.


With assistance I can solve simple questions involving the order of operations.

I can solve simple questions involving the order of operations.

I can independently solve questions involving order of operations consistently.

I can explain why there is a need to have standardized order of operations.

Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Explain, with the support of examples, why there is a need to have a standardized order of operations. Verify, by using repeated addition and repeated subtraction for multiplication and division respectively, whether or not the

simplification of and expression involving the use of the order of operations is correct. Verify, by using technology, whether or not the simplification of an expression involving the use of the order of operations is correct. Solve situational questions involving multiple operations, with and without the use of technology. Analyze the simplification of multiple operation expressions for errors in the application of the order of operations.




Outcome N6.4 – I can extend understanding of multiplication and division to decimals.




expectations.


With assistance I can multiply and divide decimals.

I can observe and describe basic situations when multiplying and dividing decimals would occur.I can solve simple problems involving the multiplication and division of decimal numbers.

I can consistently solve problems involving multiplication and division of decimal numbers.

I can explain and justify where the decimal place should be placed in the solution of a division statement.

Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Observe and describe situations in which multiplication and division of decimals would occur. Explain, with justification, where the decimal place should be placed in the solution of a multiplication statement. Explain, with justification, where the decimal place should be placed in the solution of a division statement. Estimate products and quotients involving decimals. Develop a generalization about the impact on overall quantity when multiplied by a decimal number between 0 and 1. Develop a generalization about the impact on overall quantity when a decimal number is divided by a whole number. Solve a given situational question that involved multiplication and division of decimals, using multipliers from 0 to 9 and divisors from

1 to 9.



Outcome N6.5 – I can demonstrate understanding of percent.





expectations.


With assistance I can express simple percents concretely, with words or with symbols.

I can express simple percents concretely, with words or with symbols.

I can independently express a percent concretely, with words and with symbols.I can consistently solve situational questions involving percent.

I can justify my solutions for situational questions involving percent.I can create and explain representations between percent, fractions and decimals.

Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Observe and describe examples of percent relevant to self, family, or community, represent the percent concretely or pictorially and

explain what the percent tells about the context in which it is being used. Solve situational questions, and provide justification for possible decisions, using whole-numbered percent to 100. Create and explain representations that establish relationships between whole number percent to 100, fractions, and decimals. Write the percent modeled within a concrete or pictorial representation. Explain why 100 is an important number when relating fractions, percents, and decimals. Describe a situation in which 0% or 100% might be stated.




Outcome N6.6 – I can demonstrate understanding of integers.




expectations.


With assistance I can represent integers concretely, in pictures, or with symbols.With assistance I can order basic integers.With assistance I can compare basic integers.

I can observe and describe examples of basic integers.I can represent integers concretely, in pictures or with symbols.I can order basic integers.I can compare basic integers.

I can independently represent integers concretely, in pictures and with symbols.I can independently order integers.I can independently compare integers.

I can correct errors of integers on a number line.I can extend a given number line and explain the pattern on each side of zero.I can explain the role of zero and how it differs from other integers.

Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Explore and explain the representation and meaning of negative quantities in First Nations and Metis peoples, past and present. Observe and describe examples of integers relevant to self, family, or community and explain the meaning of those quantities within the contexts

they are found. Compare two integers and describe their relationship symbolically using <, >, or =. Represent integers concretely, pictorially, or physically. Order a set of integers in increasing or decreasing order and explain the reasoning used. Identify and correct errors in the ordering of integers on a number line. Extend a given number line by adding numbers less than zero and explain the pattern on each side of zero. Explain the role of zero within integers and how it is different from other integers.




Outcome N6.7 – I can extend understanding of fractions to improper fractions and mixed numbers.




expectations.


With assistance I can represent a simple improper fraction represented as a mixed number or I can represent a simple mixed number as an improper fraction.

I can observe and describe situations using improper fractions and mixed numbers.I can represent a simple improper fraction represented as a mixed number or I can represent a simple mixed number as an improper fraction.

I can independently demonstrate how an improper fraction and mixed number can be used to represent the same quantity.I can consistently place a set of fractions including improper fractions and mixed fractions on a number line.

I can explain how to express an improper fraction as a mixed number and I can set it into an appropriate situation.I can explain strategies used to determine the position of an improper fraction or mixed number on a number line.

Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Observe and describe situations relevant to self, family, or community in which quantities greater than a whole, but which are not whole

numbers, occur and describe those situations using either an improper fraction or a mixed number. Demonstrate, concretely, pictorially, or physically, how an improper fraction and a mixed number can be used to represent the same

quantity. Explain, with the use of concrete or visual representations, how to express an improper fraction as a mixed number and write the

resulting equality in symbolic form. Explain the meaning of a given improper fraction or mixed number by setting it into a situation. Place a set of fractions, including whole numbers, mixed numbers, and improper fractions, on a number line and explain strategies

used to determine position. Respond to the question “Can quantities less than 1 be represented by a mixed number or improper fraction?”.



Outcome N6.8 – I can demonstrate an understanding of ratio.




expectations.


With assistance I can represent a I can describe a situation when a I can independently express I can critique statements about


simple ratio concretely, in pictures or using symbols.

ratio might occur.I can represent a simple ratio concretely, in pictures or using symbols.

ratios and solve problems involving ratios.

ratios.I can create representations of ratios.I can explain what ratios mean in situations.

Indicators – please select and assess as appropriate to your unit – bold text indicates possible key indicators. Observe situations relevant to self, family, or community which could be described using a ratio, write the ratio, and explain what the ratio means

in that situation. Critique the statement “Ratios and fractions are the same thing.” Create representations of and compare part/whole and part/part ratios. Express a ration in colon and word form. Describe a situation in which a ratio might occur. Solve situational questions involving ratios.




Outcome 6.9 – I can research and present how First Nations and Metis use quantity.




expectations.


With assistance I can gather basic information regarding the significance and use of quantity for First Nations or Metis peoples.

I can gather basic information regarding the significance and use of quantity for First Nations or Metis peoples.

I can document information regarding the significance and use of quantity for First Nations or Metis peoples.I can compare the significance to other cultures.

I can communicate to others what I have learned about the use of quantity by First Nations and Metis peoples.

Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Gather and document information regarding the significance and use of quantity for at least one First Nation or Metis peoples from a variety of

sources such as Elders and traditional knowledge keepers. Compare the significance, representation, and use of quantity for different First Nations, Metis peoples, and other cultures. Communicate to others concretely, pictorially, orally, visually, physically, and/or in writing, what has been learned about the

envisioning, representing, and use of quantity by First Nations and Metis peoples and how these understandings parallel, differ from, and enhance one’s own mathematical understandings about numbers.



Subject: Grade 6 Math, Patterns and Relations

Outcome: P6.1 – I can extend understanding of patterns and relationships in tables of values and graphs.

Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4With assistance I can translate a simple pattern from a table of values into a graph.

I can identify a situation that could be represented by a graph.I can translate a simple pattern from a table of values into a graph.

I can independently create a table of values to represent a pattern.I can independently create a table of values for an equation.I can independently translate a pattern from a table of values into a graph.

I can describe how a graph and table of values are related.I can identify errors in matching tables of values and graphs and explain the reasoning.

Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.

Create and describe a concrete or visual model of a table of values. Create a table of values to represent a concrete or visual pattern. Determine missing values and correct errors found within a table of values and describe the strategy used. Analyze the relationship between consecutive values within each of the columns in a table of values and describe the relationship orally

and symbolically. Analyze the relationship between the two columns in a table of values and describe the relationship orally and symbolically. Create a table of values for a given equation. Analyze patterns in a table of values to solve a given situational question. Translate a concrete, visual, or physical pattern into a table of values and a graph. Describe how a graph and a table of values are related. Identify errors in the matching of graphs and tables of values and explain the reasoning. Describe, using everyday language, the relationship shown on a graph. Describe a situation that could be represented by a given graph. Research a current or past topic of interest relevant to First Nations and Metis people and present the data as a table of values or a graph.

Refer to the Saskatchewan Curriculum Guide Grade 6 Mathematics.

Subject: Math, Patterns and Relations


Outcome: P6.2 – I can extend understanding of equality to preservation of equality.

Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4With assistance I can create and record equivalent forms of simple equations involving addition, subtraction, multiplication or division.

I can create and record equivalent forms of simple equations involving addition, subtraction, multiplication or division.

I can independently create and record in more than one way, equivalent forms of an equation by applying the preservation of equality for addition, subtraction, multiplication and division.

I can create and record equivalent forms of an equation by applying the preservation of equality, verify the results and explain the results.


Model, and explain orally, the preservation of equality for addition, subtraction, multiplication, and division concretely, pictorially, or physically. Create, and record symbolically, equivalent forms of an equation by applying the preservation of equality and verify the results

concretely or pictorially.


Subject: Grade 6 Math, Patterns and Relations

Outcome: P6.3 – I can extend understanding of patterns and relationships to involve variables.


Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4With assistance I can use simple equations or expressions.

I can use simple equations or expressions.

I can show my understanding of patterns and relations by independently using equations with letter variables.I can show my understanding of patterns and relations by independently using expressions with letter variables.

I can provide examples to explain the difference between an expression and an equation.I can develop and justify equations using letter variables.I can develop and justify expressions using letter variables.


Analyze patterns arising from the determination of perimeter of rectangles and generalize an equation describing a formula for the perimeter of all rectangles.

Analyze patterns arising from the determination of area of rectangles and generalize an equation describing a formula for the area of all rectangles.

Describe and represent geometric patterns and relationships relevant to First Nations and Metis peoples and explain how those patterns or relationships could be represented mathematically.

Develop and justify equations using letter variables that illustrate the commutative property of addition and multiplication. Generalize an expression that describes the relationship between the two columns in a table of values. Write an equation to represent a table of values. Generalize an expression or equation that describe the rule for a pattern. Provide examples to explain the difference between an expression and an equation, both in terms of what each looks like and what each means.



Subject: Grade 6 Math, Shape and Space Strand

Outcome: SS6.1 – I can demonstrate understanding of angles.




expectations.


With assistance I can sort basic angles.With assistance I can estimate and measure angles.With assistance I can sketch basic angles.

I can sort a set of basic angles and I can classify some angles.I can estimate basic angles.I can measure basic angles.I can sketch basic angles.I can identify when problems involve angles of triangles or quadrilaterals.

I can classify angles as acute, obtuse, straight or reflex.I can estimate the measure of angles.I can measure angles using a protractor.I can apply strategies for sketching angles.I can solve problems involving angles in triangles and quadrilaterals.

I can explain the relationship between 0° and 360 °.I can explain the reasoning of my estimate of an angle and verify the measurement.I can describe how measuring an angle is different from measuring a length.I can sketch complex angles.I can solve and create problems involving triangles and quadrilaterals.

Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Observe, and sort by approximate measure, a set of angles relevant to self, family, or community. Explore and present how First Nations and Metis peoples, past and present, measure, represent, and use angles in their lifestyles and worldviews. Describe and apply strategies for sketching angles including 0 , 22.5 , 30 , 45 , 90 , 180 , 270 , and 360 .⁰ ⁰ ⁰ ⁰ ⁰ ⁰ ⁰ ⁰ Identify referents for angles of 45 , 90 , and 180 and use the referents to approximate the measure of other angles and to classify the angles as acute, obtuse, straight, or reflex.⁰ ⁰ ⁰ Explain the relationship between 0 and 360 .⁰ ⁰ Describe how measuring an angle is different from measuring a length. Measure angles in different orientations using a protractor. Describe and provide example for different used of angles, such as the amount of rotation or as the angle of opening between two sides of a polygon. Generalize a relationship for the sum of the measures of the angles in any triangle. Generalize a relationship for the sum of the measures of the angles in any quadrilateral. Provide a visual, concrete, and/or oral informal proof for the sum of the measures of the angles in a quadrilateral being 360 .⁰ Solve situational questions involving angles in triangles and quadrilaterals.




Outcome: SS6.2 – I can extend and apply understanding of perimeter, area, and volume.




expectations.


With assistance I can identify when to find area, perimeter or volume of a figure or object.With assistance I can use a formula to find the perimeter, area and volume of figures and objects.With assistance I can solve basic problems involving perimeter, area and volume.

I can identify when to find area, perimeter or volume of a figure or object.I can identify the formulae to use to find the perimeter, area and volume of figures and objects.I can solve basic problems involving perimeter, area and volume.

I can relate and compare area to volume and perimeter to area.I can generalize strategies and formulae to find the perimeter, area and volume of figures and objects.I can independently solve problems involving perimeter, area and volume.

I can explain the difference between perimeter, area and volume.I can develop and explain my own strategies to find the perimeter, area and volume of figures and objects.I can create problems involving perimeter, area and volume.I can critique statements related to perimeter, area and volume.

Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Generalize formulae and strategies for determining the perimeter of polygons, including rectangles and squares. Generalize a formula for determining the area of rectangles. Explain, using models, the relationship between the area of the base of a right rectangular prism and the volume of the same 3-D object. Generalize a rule for determining the volume of right rectangular prisms. Analyze the effect of orientation on the perimeter of polygons, area of rectangles, and volume of right rectangular prisms. Solve a situational question involving the perimeter of polygons, the area of rectangles, and/or the volume of right rectangular prisms. Critique the following statements using concrete or pictorial models:

“For any two right rectangular prisms, the one with the greater volume will be the prism that has the greatest base area.” “For any two rectangles, the rectangle with the greatest perimeter will also have the greatest area.”




Outcome: SS6.3 – I can demonstrate understanding of regular and irregular polygons.




expectations.


With assistance I can classify basic triangles.With assistance I can identify regular and irregular polygons.With assistance I can identify congruent polygons.

I can compare simple polygons to classify basic triangles.I can identify regular and irregular polygons.I can identify when polygons are congruent.

I can compare side lengths and angle measures of polygons to classify types of triangles.I can compare characteristics of polygons to determine which are regular and which are irregular.I can analyze polygons to determine congruence.

I can critique statements about classifying triangles.I can explain what makes a polygon regular or irregular.I can create congruent polygons and explain what makes them congruent.

Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Observe examples of polygons, including triangles, found in situations relevant to self, family, or community and sort the polygons into irregular

and regular polygons. Analyze the types of triangles to determine which, if any, represent polygons. Compare two regular polygons to determine whether or not the two polygons are congruent. Analyze a set of regular polygons and a set of irregular polygons to identify the characteristics of regular polygons. Critique the statement “When viewed from different perspectives, the same triangle can be classified in different ways”. Draw and classify examples of different types of triangles and explain the reasoning. Replicate a polygon in a different orientation and informally prove that the new polygon is congruent and explain the reasoning.




Outcome: SS6.4 – I can demonstrate understanding of the first quadrant of the Cartesian plane and ordered pairs.




expectations.


With assistance I can plot points on the first quandrant of the Cartesian plane.With assistance I can label points on the first quadrant of the Cartesian plane.With assistance I can differentiate the vertical axis and the horizontal axis of the first quadrant of the Cartesian plane.

I can generalize strategies to plot a point on the Cartesian plane given its ordered pairs.I can differentiate the vertical axis and the horizontal axis of the first quadrant of the Cartesian plane.

I can independently plot a point in the first quadrant of the Cartesian plane given its ordered pairs.I can create a design in the first quadrant of the Cartesian plane and identify the coordinates of the points on the design.

I can explain how to plot points on the Cartesian plane given the scale to be used on the axes.I can explain why the axes of the Cartesian plane should be labelled.

Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Explain why the axes of the Cartesian plane should be labeled. Plot a point in the first quadrant of the Cartesian plane given its ordered pair. Analyze the coordinates of the ordered pairs of points that lie on the horizontal axis and generalize a strategy for identifying the ordered pairs of

points on the horizontal axis without plotting them. Analyze the coordinates of the ordered pairs of points that lie on the vertical axis and generalize a strategy for identifying the ordered pairs of

points on the vertical axis without plotting them. Explain how to plot points on the Cartesian plane given the scale to be used on the axes. Create a design in the first quadrant of the Cartesian plane, identify the coordinates of the points on the design, and write or record

orally directions for recreating the design. Generalize and apply strategies for determining the distance between pairs of points on the same horizontal or vertical line.




Outcome SS6.5 – I can demonstrate understanding of transformations of 2-D shapes.




expectations.


With assistance I can identify tranformations of 2-D shapes.With assistance I can translate, rotate or reflect 2-D shapes.With assistance I can re-create a design using a tranformation.

I can observe transformations of 2-D shapes in my environment.I can model the translation, rotation or reflection of 2-D shapes.I can follow directions to re-create a design using transformations.

I can observe and classify different transformations of 2-D shapes in my environment.I can independently model the translation, rotation, and reflection of 2-D shapes.I can create a design using the transformation of two or more 2-D shapes.

I can analyze different transformations of 2-D shapes and determine if the original shapes and their transformed images are congruent and explain my reasoning.I can explain how to translate, rotate and reflect 2-D shapes.I can create a design using the tranformation of two or more 2-D shapes and either write or record orally the instructions to reproduce the design.

Indicators – please choose and assess as appropriate to your unit, bold text indicates possible key indicators. Observe and classify different transformations found in situations relevant to self, family, or community. Model the translation, rotation, or reflection of 2-D shapes. Analyze 2-D shapes and their respective transformations to determine if the original shapes and their transformed images are congruent. Determine the resulting image of applying a series of transformations upon a 2-D shape. Describe a set of transformations, that when applied to a given 2-D shape, would result in a given image. Verify whether or not a given set of transformations would transform a given 2-D shape into a given image. Identify designs within situations relevant to self, family, or community that could be described in terms of transformations of one or more 2-D shapes. Analyze a given design created by transforming one or more 2-D shapes, and identify the original shape(s) and the transformations used to create the design. Create a design using the transformation of two or more 2-D shapes and write, or record orally, instructions that could be followed to reproduce the

design. Describe the creation and use of single and multiple transformations in First Nations and Métis lifestyles (e.g., birch bark biting). Identify the coordinates of the vertices of a given 2-D shape (limited to the first quadrant of the Cartesian plane). Perform a transformation on a given 2-D shape and identify the coordinates of the vertices of the image (limited to the first quadrant). Describe a transformation of a 2-D shape shown in the first quadrant of the Cartesian plane that would result in the image of the 2-D shape also being in the first

quadrant.

Refer to Saskatchewan Curriculum Guide, Grade 6 Mathematics.


Subject: Grade 6 Math, Statistics and Probability

Outcome: SP6.1 – I can extend my understanding of data analysis.

Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4With assistance I can select a method for collecting data to answer a given question.With assistance I can select a type of graph to represent data.With assistance I can interpret basic data from graphs.

I can select a method for collecting data to answer a given question.I can select a basic type of graph to represent data.I can interpret data from simple line graphs.

I can independently determine whether a set of data should be represented by a line graph (continuous data) or a series of points (discrete data).I can independently select an appropriate method for collecting data to answer a given question.I can independently select an appropriate type of graph to represent data.I can independently solve problems by interpreting data from graphs through interpolation and extrapolation.

I can determine whether a set of data should be represented by a line graph (continuous data) or a series of points (discrete data) and explain why.I can select a method for collecting data and justify why it is an appropriate choice.I can select a type of graph to represent data and justify why it is an appropriate choice.I can explain how I can interpret data through interpolation and extrapolation to solve problems.

Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Explain the importance of accurate labeling of line graphs. Determine whether a set of data should be represented by a line graph or a series of points and explain why. Describe patters seen in a given line graph or a graph of discrete data points, and describe a situation that the graph might represent. Construct a graph to represent data given in a table for a particular situation. Interpret the line graph or graphs of discrete data points for a situation to make decisions or solve problems. Observe and describe situations relevant to self, family, or community in which data might be collected through questionnaires, experiments,

databases, or electronic media. Select a method for collecting data to answer a given question and justify the choice. Answer a self-generated question by performing and experiment, recording the results, graphing the data, and drawing a conclusion. Answer a self-generated question using databases or electronic media to collect data, then graphing and interpreting the data to draw a

conclusion. Justify the selection of a type of graph for a set of data collected through questionnaires, experiments, databases, or electronic media.


Subject: Grade 6 Math, Statistics and Probability

Outcome: SP6.2 – I can demonstrate understanding of probability.


Beginning – 1 Approaching – 2 Proficiency – 3 Mastery – 4With assistance I can observe situations where probabilities are stated and/or used to make decisions.With assistance I can predict the likelihood of an outcome occuring in a probability experiment and compare my prediction to the results of the experiment.

I can observe situations where probabilities are stated and/or used to make decisions.I can predict the likelihood of an outcome occuring in a simple probability experiment and compare my prediction to the results of the experiment.

I can independently determine the sample space for an event.I can independently differentiate between experimental and theoretical probability.I can independently predict the likelihood of an outcome occuring in a probability experiment by determing the theoretical probability and comparing the results of the experiment to the expected theoretical probabilities.

I can determine the sample space for an event and explain my reasoning.I can differentiate between experimental and theoretical probability by providing examples.I can justify my prediction of the likelihood of an outcome occuring in a probability experiment and explain the results of the experiment as a comparison of experimental and theoretical probabilities.

Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Observe situations relevant to self, family, or community where probabilities are stated and/or used to make decisions. List the sample space for an event and explain the reasoning. Explain what a probability of 0 for a specific outcome means by providing an example. Explain what a probability of 1 for a specific outcome means by providing an example. Explore and describe examples of the use and important of probability in traditional and modern games of First Nations and Metis peoples. Predict the likelihood of a specific outcome occurring in a probability experiment by determining the theoretical probability for the

outcome and explain the reasoning. Compare the results of a probability experiment to the expected theoretical probabilities. Explain how theoretical and experimental probabilities are related. Critique the statement: “You can determine the sample space for an even by carrying out an experiment.”



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