and percents in problem-solving situations (for example, two students out of eight is the same as 25%) at this grade level and below, it will continue to be assessed within this objective. Use common fractions and percents to calculate parts of whole numbers in problem situations including comparisons of savings rates at different financial institutions (PFL) Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. (CCSS: 4.NF.5) Standard 1 Students develop number sense and use numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems. Benchmark 5 Use number sense to estimate and justify the reasonableness of solutions to problems involving integers, rational numbers, and common irrational numbers such as √2, √5, and π. Assessment Objective CAS Alignment Code CAS Expectation Text Comment Develop, test, and explain conjectures properties of numbers (associative, commutative, identity, distributive multiplicative property of zero on whole and rational numbers.) Apply the properties of operations to generate equivalent expressions.(CCSS: 6.EE.3) This is part of the standard for mathematical practices, “Construct viable arguments and critique the reasoning of others” and “Look for and make use of structure.” Identify when two expressions are equivalent. (CCSS: 6.EE.4) Standard 1 Students develop number sense and use numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems. Benchmark 6 Use number to estimate and justify the reasonableness of solutions to problems involving integers, rational numbers, and common irrational numbers such as √2, √5, and π. Assessment Objective CAS Alignment Code CAS Expectation Text Comment Use number sense to estimate, determine, and justify the reasonableness of solutions involving Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. (CCSS: 5.NF.2)
Analyze data and draw conclusions to predict outcomes based on data displays such as line graphs, bar graphs, or frequency tables. (i-ii and 1-4) Summarize and describe distributions. (CCSS: 6.SP) Display numerical data in on a number line, including dot plots, histograms, and box plots. (CCSS: 6.SP.4) Summarize numerical data sets in relation to their context. (CCSS: 6.SP.5) Report the number of observations. (CCSS: 6.SP.5a) Describe the nature of the attribute under investigation, including how it was measured and its units of measurement. (CCSS: 6.SP.5b) Give quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. (CCSS: 6.SP.5c) Relate the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. (CCSS: 6.SP.5d) Although line graphs are not in the CAS at 6th grade and below, they will continue to be assessed within this objective. Standard 3 Students use data collection and analysis, statistics, and probability in problem-solving situations and communicate the reasoning used in solving these problems. Benchmark 5 Determine probabilities through experiments or simulations. No objectives assessed at this level on the TCAP. Standard 3 Students use data collection and analysis, statistics, and probability in problem-solving situations and communicate the reasoning used in solving problems. Benchmark 6 Make predictions and compare results using both experimental and theoretical probability drawn from problems. Assessment Objective CAS Alignment Code CAS Expectation Text Comment Using a chance device, such as a number cube or spinner, design a fair game Although probability is not in the CAS at 6th grade and below, it will continue